Now showing items 1-20 of 20

Análisis del pensamiento crítico en estudiantes de una universidad pública mexicana

Aguilar Perez, Pedro; Cruz Covarrubias, Lucila Patricia; Aguilar Cruz, Pedro Daniel; Magaña, Cecilia Irma (Corporación Universidad de la CostaColombia, 2022-12-15)

Introducción: La universidad actual, con compromiso social, tiene la obligación de direccionar su labor formativa, sujetos con un razonamiento que les permita desenvolverse y enfrentar con objetividad distintos escenarios ...
Critinet-challenge: estrategia para promover el pensamiento crítico y el buen uso de redes sociales

De La Hoz González, Viviana Inés; Amador Salazar, Marylin (Corporación Universidad de la CostaHumanidadesBarranquilla, ColombiaMaestría en Educación, 2022)

El presente proyecto surge de las experiencias como docentes de instituciones públicas de Barranquilla en tiempos de pandemia (Covid 19) y pos-pandemia, donde la educación a distancia, virtual é híbrida constituyeron un ...
Desarrollo del pensamiento crítico a través del trabajo colaborativo: una necesidad en la práctica docente en época de pandemia

García Pabón, José Celestino (Corporación Universidad de la CostaMaestría en Educación, 2021)

The objective of this research is to understand from the mediation of collaborative work, with teachers of 4th grade of the IED ROVIDEAN the perspectives necessary for the development of critical thinking of students, in ...
Desarrollo del pensamiento crítico a través de estrategias mediadas por TIC en Educación Superior.

Ojeda Pertuz, Decired Del Carmen; Steffens Sanabria, Ernesto Joaquin (Maestría en Educación, 2016-10-21)

This research has the purpose of analyze the contribution of the ICT in the development of the levels of critical thinking of the students of higher education of Atlántico University and CUC University. In this project, ...
Dominio conceptual sobre habilidades del pensamiento crítico, una necesidad del docente de medicina

Del Castillo, Álvaro (Maestría en Educación, 2016-10-18)

El desarrollo del pensamiento crítico es una necesidad de todo profesional, por lo que la presente investigación plantea como objetivo fortalecer el dominio conceptual de los docentes universitarios, de medicina, sobre ...
El efecto del foro como estrategia para desarrollar el pensamiento crítico en el área de ciencias sociales de la Institución Educativa Departamental Algarro

Martínez Palmera, Edilbert (Maestría en Educación, 2018)

The purpose of the research was to determine the effectiveness of the pedagogical strategy the forum to develop the critical thinking skills of the eleventh grade students in the area of Social Sciences at the Algarrobo ...
Evaluación de aprendizajes para el fortalecimiento del pensamiento crítico

Barandica Martínez, Alexandra; Pérez Rúa, Madeleine (Universidad de la CostaMaestría en Educación, 2019)

Learning demands new ways of reconstructing knowledge and modifying behaviors. In turn, this process requires the student to use cognitive structures to improve thinking as a result of a study of what is learned and ...
Evaluación de las expresiones del pensamiento crítico de los estudiantes de contaduría pública CUC y la relación con su perfil profesional

Alvear Montoya, Luis Guillermo (Corporación Universidad de la CostaContaduría Pública, 2011)

Concern is the current attitude of the students, for our case students CUC Public Accountant, as his top priority during his training, mostly confined to acquire technical information on the profession and distance, among ...
Evaluación formativa oportunidad en el proceso de enseñanza aprendizaje en el área de matemáticas en tiempos de pandemia

Borja Granados, José Javier; García Caballero, Ronal David (Corporación Universidad de la CostaMaestría en Educación, 2021)

This research seeks to strengthen the formative evaluation processes in 3rd grade teachers in the area of mathematics at the Sagrado Corazón de Jesús Educational Institution in times of pandemic. Its methodology is ...
Influencia del diálogo socrático en los niveles de lectura de textos continuos en estudiantes de noveno “IED SIMÓN BOLÍVAR, ARIGUANÍ MAGDALENA”.

Torres Diaz, Emilio Jose (Maestría en Educación, 2017-12-13)

El presente trabajo analiza la influencia del diálogo socrático en los niveles de lectura de textos continuos en estudiantes de noveno. A partir de un estudio de investigación cuantitativo que se direccionó bajo el paradigma ...
La lectura narrativa como estrategia para fortalecer el pensamiento crítico en los estudiantes

Charris Salas, María Isabel; Maldonado Domínguez, Yaledis María (Corporación Universidad de la CostaLicenciatura en Educación Básica Primaria, 2020)

Through critical thinking, multiple skills can be enhanced, which is indispensable for the formation of individuals in the 21st century, since it allows them to understand, argue, question and solve problems efficiently. ...
MOOC y su efecto en el desarrollo del pensamiento crítico de los estudiantes de la básica secundaria en el área de lengua castellana

Ahumada Gómez, Oscar Darío; De la Hoz Gutiérrez, Nelson (Universidad de la CostaMaestría en Educación, 2019)

Language and thought are completely interwoven in human life, together with logical attention and memory, they form a system of interfunctional relationships that characterize human consciousness; The fundamental reason ...
Para mejorar el desempeño académico desde el área de ciencias sociales

Salas Contrera, Marinelda Rosa; Quiñonez Alvarez, Beatriz (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2019)

Critical thought is one of the ways of thinking about any topic, content or issue. With critical thought, people improve the quality of their own thoughts by grabbing everything considered inherent in the act of thinking ...
Pensamiento crítico a partir de las competencias ciudadanas

Niebles Lara, Alexander Abrahan (Universidad de la CostaMaestría en Educación, 2019-02-19)

This work analyses the aspects that encourage and hinder the development of critical thinking throught citizenship competencies, the current paper is a cualitative study from an experimental intrsopective perspective in ...
Potencialización del pensamiento crítico a través de la hipotemetacomprensión textual (HMT).

García Figueroa, Hernando Alberto; Arrieta Carrascal, Adolfo (Corporación Universidad de la Costa, 2016-11-28)

Este artículo evidencia cómo a partir de la implemen-tación didáctica de la Hipotemetacomprensión textual (HMT), se pudo potencializar el desarrollo de habilidades de pensamiento crítico en los estudiantes del grado octavo ...
La pregunta en el proceso lector como estrategia metacognitiva para fortalecer el pensamiento crítico

de La Hoz, Carlos Alonso; Martínez Salas, Jaime Alonso (Corporación Universidad de la CostaHumanidadesBarranquilla, ColombiaMaestría en Educación, 2022)

Pensar críticamente permite asumir posturas validas y receptivas ante la gran cantidad de información que se recibe a diario. Un pensador crítico podrá clarificar y usar la información que es relevante para cada persona y ...
La pregunta socrática como estrategia pedagógica para favorecer el desarrollo del pensamiento crítico

Manga Beltrán, Briggitte; Charris Charris, Laura (Universidad de la CostaLicenciatura en Educación Básica Primaria, 2018-04-04)

This research work refers to design a proposal that includes the use of the question as a pedagogical strategy to encourage the development of critical thinking in students of 4th grade of the Technical Educational Institution ...
El taller de diseño arquitectónico: escenario de exploración de la abstracción, metáforas, de búsqueda de experiencias significativas y de pensamiento crítico

Cabas García, Mauricio Ricardo (Corporación Universidad de la Costa, 2021)

El oficio de enseñar arquitectura a través de la historia siempre se ha caracterizado como el lugar por excelencia en el cual se confrontan todas las distintas teorías postuladas, al igual que las historias que narran o ...
Teoría crítica del pensamiento y sujetos educativos

Corporación Universidad de la Costa (Corporación Universidad de la CostaLicenciatura en Educación Básica Primaria, 2021)

Competencia específica a desarrollar: Capacidad para comprender la relación lógica que existe en los distintos párrafos de un texto para darle un sentido global.
Trabajo colaborativo como estrategia didáctica para el desarrollo del pensamiento crítico

Polo M, Shirly S (Maestría en Educación, 2017-11-21)

In the new challenges of education, the teacher in a reflection of his pedagogical practice must think of actions or didactic alternatives aimed at favoring the development of the critical thinking of his students. This ...

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Análisis del pensamiento crítico en estudiantes de una universidad pública mexicana
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Aguilar Perez, Pedro | 2022-12-15

Introducción: La universidad actual, con compromiso social, tiene la obligación de direccionar su labor formativa, sujetos con un razonamiento que les permita desenvolverse y enfrentar con objetividad distintos escenarios en su contexto; por ello, el objetivo del presente trabajo es analizar el nivel de pensamiento crítico, desde la perspectiva de las dimensiones sustantiva y dialógicas, en estudiantes de licenciatura de una universidad pública mexicana. Metodología: Investigación con enfoque cuantitativo-descriptivo con una muestra de 378 estudiantes, se hace la recolección y análisis de datos con la aplicación del Cuestionario de Pensamiento Crítico (CPC 2), valorando cada una de sus dimensiones. Resultados y discusión: Los resultados determinan un test con alta confiabilidad (a = 0.94); asimismo, destacan diferencias en el valor medio en cada dimensión entre los alumnos en correspondencia con el semestre en curso y su programa educativo. Se identifica en estudiantes de semestres iniciales y de algunas carreras, falencias en las dimensiones dialógicas y sustantivas leer, en donde estas disminuyen en la medida que van cursando semestres avanzados. Conclusión: Es evidente que la universidad debe considerar el desarrollo de habilidades específicas asociadas al desarrollo del pensamiento crítico en los estudiantes, indispensable para enfrentar y resolver las problemáticas de un mundo cambiante y globalizado

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Critinet-challenge: estrategia para promover el pensamiento crítico y el buen uso de redes sociales
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De La Hoz González, Viviana Inés | 2022

El presente proyecto surge de las experiencias como docentes de instituciones públicas de Barranquilla en tiempos de pandemia (Covid 19) y pos-pandemia, donde la educación a distancia, virtual é híbrida constituyeron un gran reto, por las dificultades presentadas. Desde entonces la población estudiantil, no ha podido gozar a plenitud de una estabilidad académica y emocional, lo que les ha impedido un adecuado desarrollo integral. Para remediar un poco esta situación, es necesario apoyar al docente mediante estrategias que integren las necesidades institucionales, pero también que desarrolle las competencias esenciales. De ahí que, el objetivo apunta a fortalecer la gestión de aula para el desarrollo del pensamiento crítico en los estudiantes a través de la estrategia “Critinet-Challenge” en los estudiantes de las IED Juan Acosta Solera y La Victoria de Barranquilla. Es una oportunidad para la formación holística, que promete crear espacios innovadores que representen logros reales en el estudiante, pero también en los docentes al mejorar su práctica pedagógica; fomenta el aprendizaje interdisciplinar con el uso de la metodología basada en proyectos, desarrolla el pensamiento crítico, se adapta a su contexto y sobre todo despierta la curiosidad en el estudiante por aprender y en el docente por innovar, integrando las Tic. Esta mezcla se convierte en la carta de navegación para el fortalecimiento de contenidos en diferentes áreas, pero también en la formación de un educando autónomo, logrando así una formación integral y un desarrollo humano acorde a la sociedad

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Desarrollo del pensamiento crítico a través del trabajo colaborativo: una necesidad en la práctica docente en época de pandemia
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García Pabón, José Celestino | 2021

The objective of this research is to understand from the mediation of collaborative work, with teachers of 4th grade of the IED ROVIDEAN the perspectives necessary for the development of critical thinking of students, in this way, a qualitative methodology of action research type was used, where the participants were 5 teachers of grade 4 of the institution selected through a convenience sampling. The results show that in the institution there is no reflection or evaluation of the pedagogical work, in addition, there are strategies to work on critical thinking, but these are minimal, because the institutional curriculum is not focused on this, finally, teachers consider that the project allowed them to broaden both practical and theoretical perspectives on the importance of collaborative work in the development of critical thinking, being important research for all members of the community.

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Desarrollo del pensamiento crítico a través de estrategias mediadas por TIC en Educación Superior.
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Ojeda Pertuz, Decired Del Carmen | 2016-10-21

This research has the purpose of analyze the contribution of the ICT in the development of the levels of critical thinking of the students of higher education of Atlántico University and CUC University. In this project, we are going to talk about the theoretical framework related with the critical thinking mediated by the ICT during the teaching-learning process in higher education; also, we present the institutional experience with two interest groups of the universities mentioned before. This experience was framed in a descriptive-explanatory investigation, because it describes the way that the ICT can affect the development of the levels of critical thinking and the way that it is provided by the interpretation and the analysis of the results, the progress and difficulties submitted by the students, regarding said levels, once applied the ICT in the teaching-learning process. The collection techniques of information applied, determined that there is a significant contribution of the ICT in the development and strengthening of the critical thinking of the students, supported by the appropriation that the teachers have of them. The content of this investigation project, sum it that the ICT, have been quickly incorporated to the Universities, that is why we consider analyze they contribution in the development and strengthening of the levels of critical thinking in the students.

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Dominio conceptual sobre habilidades del pensamiento crítico, una necesidad del docente de medicina
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Del Castillo, Álvaro | 2016-10-18

El desarrollo del pensamiento crítico es una necesidad de todo profesional, por lo que la presente investigación plantea como objetivo fortalecer el dominio conceptual de los docentes universitarios, de medicina, sobre estrategias didácticas para el desarrollo de habilidades de pensamiento crítico. Mediante la metodología de investigación acción combinada con elementos de la investigación cuantitativa como la aplicación de un pre test y pos test se abordó el problema. Los resultados mostraron que la técnica de pequeños grupos de discusión, permitió que el grupo de docentes se preparare a través de talleres de formación, mediante un trabajo colaborativo, participativo, auto evaluativo, todas estas características de una investigación acción de acuerdo con Pereyra (2008), Cáceres, García y Sánchez (2002). Entre las conclusiones se resalta que este tipo de investigación acción logra mejorar la práctica docente de los profesores universitarios; y con ello contribuir significativamente a la necesidad que tienen los profesionales del área de la salud, particularmente los médicos, quienes deben cruzar múltiples variables para obtener un diagnostico apropiado sobre el estado de salud de los pacientes; y con ello impactar positivamente su desempeño profesional.

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El efecto del foro como estrategia para desarrollar el pensamiento crítico en el área de ciencias sociales de la Institución Educativa Departamental Algarro
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Martínez Palmera, Edilbert | 2018

The purpose of the research was to determine the effectiveness of the pedagogical strategy the forum to develop the critical thinking skills of the eleventh grade students in the area of Social Sciences at the Algarrobo Departmental Educational Institution; the methodology used a quasi-experimental design with a control and experimental group, with Pretest and posttest. The students were intervened in the third period of the year 201. To contribute to the potentialization of thought was based on the skills proposed by Peter Facione (2009): Interpretation, Explanation, Analysis, Inference and Evaluation to measure a questionnaire was used, the results of this investigation allowed to verify that when making the forums contributed to increase the level of critical thinking development of the intervened students, that is, significant differences were found in the level that the experimental group had before and after being intervened. In the same way, it was evident in their opinions and arguments as the intervention process progressed in relation to describing situations, beliefs, events; clarification of meanings; examine ideas, identify and analyze arguments, question evidence, assess opinions and propose alternatives; showing a reflective and reasoned thought

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Evaluación de aprendizajes para el fortalecimiento del pensamiento crítico
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Barandica Martínez, Alexandra | 2019

Learning demands new ways of reconstructing knowledge and modifying behaviors. In turn, this process requires the student to use cognitive structures to improve thinking as a result of a study of what is learned and that must be manifested both in the teaching and learning process and in the evaluation in the classroom. This research project aims to contribute to the improvement of the evaluation process, generating an instrument that strengthens the way of analyzing, understanding and organizing knowledge as evidence of learning and the strengthening of critical thinking. Authors such as Ianfrancesco (2005), Casanova (1998), Fernández (2009) among others are approached for evaluation; and Paul and Elder (2005), for critical thinking. It is developed from the interpretive paradigm with a projective approach and a series of techniques of the mixed method are implemented, such as observation and survey. The quantitative and qualitative analysis of the results found allows an interpretation of the conceptions that educators have about evaluation and critical thinking and their implications when evaluating their students. The result is projected in the creation of a proposal focused on the design of a learning assessment instrument for the strengthening of critical thinking, which is feasible because the elements it is made of are derived from the postulates of the authors of critical thinking and evaluation, validated by experts and they accredits it as an effective and efficient tool for the qualification of the evaluation process.

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Evaluación de las expresiones del pensamiento crítico de los estudiantes de contaduría pública CUC y la relación con su perfil profesional
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Alvear Montoya, Luis Guillermo | 2011

Concern is the current attitude of the students, for our case students CUC Public Accountant, as his top priority during his training, mostly confined to acquire technical information on the profession and distance, among other things, and impact analysis that represents the accounting information in their environment. Such indifference to deepen student in different settings than the technical professional, is preceded by various situations that contribute to the consolidation of a student behind a comprehensive manner to exercise the responsibility that is of the accounting profession in Colombia, which is why work must be done ongoing with the different actors involved in one way or another in the training of students, being actors in this process the teachers, who largely shape the type of professional that takes place in classrooms, so it must be educational background priority is not just limited to the transfer of information between teachers and students, the scope of education go far beyond this simple action, and the higher education institutions in their responsibility to society, be made to the constitution an individual reflective, critical and participatory. Against this background it is proposed to encourage the development of critical thinking in accounting student population, largely because their responsibilities as an individual member of society, professional or the passing of their education, depend on how the student is locates at their reality and at this point becomes important to analyze carefully the situations that arise, always leave room for doubt, self-correcting and construct their own knowledge, to argue their ideas coherently, the drawbacks make a choice to move forward and always propose an exit to the impasse for more difficult than it seems. The research was directed to "evaluate the expressions of students' critical thinking in Public Accounting CUC and the relationship with their professional profile", seeking to address differences in this analysis presented in this purpose and, in turn, contribute to reducing . A questionnaire was Critical Thinking, defined by a Spanish author, to allow the realization of the objective. In conducting the statistical justification of the sample, 88 students were selected semesters 7, 8 and 9 to implement the instrument, which had 30 items and a reliability index of 0.90. In general it showed that the expression of critical thinking in students are at an intermediate level so it is necessary to establish permanent leadership strategies to strengthen this quality in the students, again, when the professional accounting constantly unfolding scenarios highly complex and must be prepared to face the challenges before it. Finally, we propose several actions aimed at strengthening critical thinking and overall program quality in Public Accounting CUC, among them are running a comprehensive training seminar in which students are familiar with the program's projects, are linked to them, are based on the importance of critical thinking and achieve it part of their daily activities. Likewise, teachers need to encourage the development indelibly critical thinking in their classes, because in this way contribute to awaken the student population that is dormant and may be more sensitive to his surroundings. In order to consolidate the above-defined actions for the development of critical thinking and promoting the quality of the program is proposed as a third and final step to create a division within the program that integrates the propositions above, so their guidance should be directed to generate, maintain and strengthen program quality in Public Accounting from CUC. The realization of this project in the short or long term should be aware that one of its primary objectives must be linked to linking students to the promotion, preservation and consolidation of program quality in Public Accounting Corporation. It is important that the processes that has been promoting the program in Public Accounting in quality are not neglected, therefore it must safeguard all these actions to develop a program leading regional and national levels.

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Evaluación formativa oportunidad en el proceso de enseñanza aprendizaje en el área de matemáticas en tiempos de pandemia
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Borja Granados, José Javier | 2021

This research seeks to strengthen the formative evaluation processes in 3rd grade teachers in the area of mathematics at the Sagrado Corazón de Jesús Educational Institution in times of pandemic. Its methodology is qualitative, framed in the socio-critical paradigm, an action research design. The categories of this research are: Formative evaluation and the teaching of mathematics, in it the formative evaluation is retaken at a theoretical level as a process of continuous improvement, with an integral notion. Investigative tools such as the semi-structured interview, the focus group, discussion groups, participant observation, the documentary review and a series of trainings were used. With the application of the initial interview, results were reached such as the existence of traditional formative and evaluative processes; which are limited to qualifying and not sure the learning of the students, which merits a change in the evaluative methodology, in this case the formative type. The conclusion is reached that FDI should improve the quality of the educational service they offer, with formative evaluation being a bridge towards the establishment of new proposals; open and inclusive; that enhance academic processes. The design of pedagogical workshops set the standard, of how we can stimulate the thought or mental operations of the learner; that learns to solve problems and fundamentally be able to use what they have learned to analyze the reality of their context.

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Influencia del diálogo socrático en los niveles de lectura de textos continuos en estudiantes de noveno “IED SIMÓN BOLÍVAR, ARIGUANÍ MAGDALENA”.
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Torres Diaz, Emilio Jose | 2017-12-13

El presente trabajo analiza la influencia del diálogo socrático en los niveles de lectura de textos continuos en estudiantes de noveno. A partir de un estudio de investigación cuantitativo que se direccionó bajo el paradigma empírico-analítico, mediante un diseño cuasiexperimental de tipo explicativo; se seleccionaron 56 estudiantes de secundaria divididos en dos grupos: uno control y otro experimental, utilizando en este último lecturas de textos continuos, a partir de las cuales se realizaron una secuencia de preguntas específicas desde La mini-guía de Richard Paul. Los datos recolectados en las pruebas de lectura crítica (pre test y pos test), se evidencia que los estudiantes a los que se les aplicó la estrategia metodológica obtuvieron mejores resultados en los niveles de lectura, en comparación con los estudiantes del grupo control.

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La lectura narrativa como estrategia para fortalecer el pensamiento crítico en los estudiantes
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Charris Salas, María Isabel | 2020

Through critical thinking, multiple skills can be enhanced, which is indispensable for the formation of individuals in the 21st century, since it allows them to understand, argue, question and solve problems efficiently. That is why this research project has as its main objective is to determine how narrative reading strengthens the critical thinking of 2nd grade elementary students. This study is a pedagogical initiative, which starts with the use of narrative texts to strengthen students' thinking, taking into account the importance of the reading process in the formation of children. The research cites authors such as Daniel Cassany, Emilia Ferreiro and Isabel Solé. They establish, from their postulates, fundamental aspects in the reading process for the development of critical thinking. The research was based on an interpretative paradigm, in this sense, it is developed under the Introspective-Vivencial Epistemological approach and part of qualitative research, the object of study is focused on a finite population of 31 students of 2nd grade of basic primary education and ages between 7 and 9 years old. Instruments such as observation, interview, and focus group applied to teachers and students were used. It was found that narrative reading strengthens students' critical thinking. It is important that teachers seek pedagogical alternatives that allow them to develop this thinking in students through narrative reading as a cross-cutting theme.

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MOOC y su efecto en el desarrollo del pensamiento crítico de los estudiantes de la básica secundaria en el área de lengua castellana
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Ahumada Gómez, Oscar Darío | 2019

Language and thought are completely interwoven in human life, together with logical attention and memory, they form a system of interfunctional relationships that characterize human consciousness; The fundamental reason for implementing language as a means of solution is then understood through which communicative competencies, analysis, reasoning, logical thinking and decision-making in the educational and / or real context, restructuring of thought towards criticality in students, using MOOCs as tools. The purpose of this research is to determine the effect that MOOCs have on the development of critical thinking of secondary school students in the area of Spanish language. It works under a complementary paradigm, with a descriptive quantitative approach and a quasi-experimental research design. The selected sample is made up of 60 8th grade students, divided into two (2) control and experimental groups, intentionally selected from the Commercial Educational Institution Nuestra Señora de la Misericordia of the municipality of Soledad to whom a test is applied (pretest ) to evaluate the level of development of critical thinking in the subject of Spanish, then pedagogical strategies are applied with the use of open online courses of free access and at the end of the academic semester a posttest test is applied to assess the levels of development of the critical thinking. The data collection instruments to be used are the observation sheet for structured observation, the review matrix for virtual ethnography, and finally the pretest and posttest. Based on the descriptive statistical analysis, the results of the research specify and confirm that, thanks to the implementation of MOOCs, the level of development in the different dimensions of critical thinking can be improved; This is possible, if the quality dimensions of MOOCs are rigorously considered, essentially as regards the training objective of the massive open and online course that is intended to be used

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Para mejorar el desempeño académico desde el área de ciencias sociales
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Salas Contrera, Marinelda Rosa | 2019

Critical thought is one of the ways of thinking about any topic, content or issue. With critical thought, people improve the quality of their own thoughts by grabbing everything considered inherent in the act of thinking and, hence, strengthens their intellectual development. Therefore, we understand that critical thought allows us to analyse and evaluate the consistency of reasoning, developing certain skills considered as fundamental, such as the ability to interpret thoughts, situations, and information of multiple kinds, not only in the classroom, but also in daily life. This investigation was carried out with the objective of setting up a proposal in order to develop critical thought on students of 7th grade from the I.E. Jesus Maestro of Soledad from the social sciences area to improve their performance academically; in this way, they will be able to overcome the low grades they have been showing academically and scholar repetition detected in the late years. This investigation can be classified as positivist, attending to empiricism, from a quantitative approach, descriptive and transectional; with a finite population, represented by the students, teachers and parents from 7th grade. In order to obtain the information needed, we used a technique based in surveys with questionnaires as instrument. The results allowed us to design pedagogical guidelines for strategies to develop the critical thought from the social sciences area in the 7th-grade students of the institution.

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Pensamiento crítico a partir de las competencias ciudadanas
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Niebles Lara, Alexander Abrahan | 2019-02-19

This work analyses the aspects that encourage and hinder the development of critical thinking throught citizenship competencies, the current paper is a cualitative study from an experimental intrsopective perspective in which the techniques documentary analysis, in-dephs interviews, direct observation were used and applied to six teachers belonging to the official educational insitutions in Caracolí. Based on the intruments analysis it could be observed the existence of a rupture between the theory and practice in terms of teaching work regarding critical thinking. After the results assesing it was observed that not only when planning classes, but also when implementing them, few activities dedicated to the development of critical thinking skills are consigned and applied, in spite of the fact that teachers recognize its importance. Such findings make explicit the need of implementing actions in order to strengthen the teaching practice in pursuit of development of students thinking skills with the aim of make them proactive individuals in a democratic society

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Potencialización del pensamiento crítico a través de la hipotemetacomprensión textual (HMT).
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García Figueroa, Hernando Alberto | 2016-11-28

Este artículo evidencia cómo a partir de la implemen-tación didáctica de la Hipotemetacomprensión textual (HMT), se pudo potencializar el desarrollo de habilidades de pensamiento crítico en los estudiantes del grado octavo dos de la institución educativa “Cristóbal Colón” del municipio de Morroa – Sucre. La metodología que se utilizó fue de diseño cuasi – experimental, con dos grupo: control y experimental. La intervención se hizo en el tercer y cuarto periodo académico del año lectivo 2015. El test de HCTAES Halpern (2006) se usó pare medir ambos grupos. Finalmente el grupo experimental (8°-2) obtuvo un nivel ALTO en comparación con el grupo control, según la escala de niveles de pensamiento crítico, expuesto por Torres y Beltrán (2001).

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La pregunta en el proceso lector como estrategia metacognitiva para fortalecer el pensamiento crítico
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de La Hoz, Carlos Alonso | 2022

Pensar críticamente permite asumir posturas validas y receptivas ante la gran cantidad de información que se recibe a diario. Un pensador crítico podrá clarificar y usar la información que es relevante para cada persona y desechar aquella que podría no ofrece ningún beneficio. Teniendo en cuenta lo anterior, la presente investigación se centra en la búsqueda de procesos de mejora del quehacer docente a través de estrategias didácticas guiadas con preguntas intencionadas que le permiten acercar al estudiante ser conscientes de sus propios avances y a desarrollar habilidades de pensamiento crítico. La propuesta se desarrolla bajo un enfoque introspectivo vivencial con un paradigma interpretativo y el método de investigación acción. Se realizaron actividades diagnosticas en los estudiantes sujeto de estudio partiendo de los resultados de las pruebas internas y externas aplicadas en la institución educativa, actividades de comprensión lectora, de análisis de imágenes y encuesta diagnostica. Los resultados mostraron una serie de debilidades en lo referente a comprensión lectora y pensamiento crítico. Debido a esto, se procede a diseñar una serie de actividades lúdicas guiadas con preguntas intencionadas usando los estándares intelectuales de pensamiento propuestos por Elder y Paul (2005), con el propósito de desarrollar el pensamiento crítico en los estudiantes enfrentar problemáticas y solucionarlas.

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La pregunta socrática como estrategia pedagógica para favorecer el desarrollo del pensamiento crítico
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Manga Beltrán, Briggitte | 2018-04-04

This research work refers to design a proposal that includes the use of the question as a pedagogical strategy to encourage the development of critical thinking in students of 4th grade of the Technical Educational Institution Commercial and Industrial Sede Catalino Varela, with the purpose to obtain a broad knowledge of the subject. It begins with the description of the approach of the problem focused on the strengths and weaknesses of the students and the teaching methods currently used by the teacher to guide the pedagogical practices in the different disciplines and their relevance to generate the critical thinking of the students. Then, a question is posed which ill answer at the end of this project. Next, fundamental contributions of various theorists are presented, providing sustenance and weight to this research. The present research work addresses within its conceptual framework fundamental words such as argumentation, questions, reasoning, metacognition, cognition, problem solving, strategies among others and, in turn, the legal foundations that govern this research work. This research is presented under a qualitative research approach, an experiential introspective epistemological approach, supported by a research-action method, and a socio-critical paradigm, from which the following techniques are derived: observation, focus group and interviews supplemented with instruments as the observation guide, interview script and focus group. Finally, a structured proposal is presented, which was implemented in the educational establishment and the analysis of the results obtained during the research process

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El taller de diseño arquitectónico: escenario de exploración de la abstracción, metáforas, de búsqueda de experiencias significativas y de pensamiento crítico
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Cabas García, Mauricio Ricardo | 2021

El oficio de enseñar arquitectura a través de la historia siempre se ha caracterizado como el lugar por excelencia en el cual se confrontan todas las distintas teorías postuladas, al igual que las historias que narran o explican la práctica de la misma, con un gran contenido social, cultural y creativo, recordemos aquellas charlas de Louis Kahn con sus estudiantes en las cuales los estudiantes aprenden más en 10 minutos de discusión que en todo un semestre universitario. Esto irremediablemente nos lleva a reflexionar acerca del arquitecto a formar. (Palacio, 2015) La arquitectura se entiende desde el punto de vista legal, como la profesión a nivel universitario cuya enseñanza abarca el arte de diseñar, así como la forma correcta de concebir espacios y de construir obras materiales para ser habitadas por el ser humano. (Consejo Profesional Nacional de Arquitectura y sus Profesiones Auxiliares, 2012) Generalmente los métodos de enseñar arquitectura y el diseño priorizan el trabajo practico dejando de lado los ejercicios reflexivos y de pensamiento crítico, esto es completamente entendible, puesto que los mismos profesores fueron educados así. Los estudiantes no apropian estructuras de pensamiento reflexivo porque simplemente nunca lo han hecho y nadie se los ha enseñado, además, que les resulta complicado leer y comprender textos con conceptos abstractos y no llegar a ninguna producción física. (Lopez & Villa, 2017) En realidad no entienden que los actos de imaginar, crear y proyectar son actos especulativos, y hay que tener una estructura coherente de pensamiento durante todo el proceso, puesto que, al iniciar los arquitectos, no saben con certeza lo que se va a lograr. “Arquitectos como Peter Eisenmann, Frank Gehry, Mies van der Rohe y Peter Zumthor tienen como meta proponer especulativamente en sus proyectos soluciones formales basados en conceptos abstractos, metafóricos y experienciales.” (Cabas, Caicedo, & Morales, Acerca del diseño especulativo: experiencias, metáforas y abstracción, 2019) Son precisamente estos arquitectos los que son estudiados en los talleres de proyecto que dicto como profesor de la Universidad de la Costa mediante exposiciones, socialización y análisis de sus obras y conceptos creativos con el fin de tratar de obtener una comprensión más clara de sus ideas. De esa manera los estudiantes logran una semilla de estructuración mental e intentan definir un método propio de tanto de investigación como de diseño que luego podrán aplicar a cualquier tipología de proyecto. En este momento empiezan los talleres en clase, utilizando de guía un documento previamente creado con su método, que le permita al estudiante aprender el manejo de los aspectos estadísticos, normativos, cartográficos y el uso de las escalas más usuales para presentación y desarrollo de los temas.

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Teoría crítica del pensamiento y sujetos educativos
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Corporación Universidad de la Costa | 2021

Competencia específica a desarrollar: Capacidad para comprender la relación lógica que existe en los distintos párrafos de un texto para darle un sentido global.

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Trabajo colaborativo como estrategia didáctica para el desarrollo del pensamiento crítico
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Polo M, Shirly S | 2017-11-21

In the new challenges of education, the teacher in a reflection of his pedagogical practice must think of actions or didactic alternatives aimed at favoring the development of the critical thinking of his students. This project aim to propose collaborative work as a didactic strategy against the development of critical thinking in fifth grade students. According to a qualitative epistemological approach, with a non-experimental field design, descriptive transectional being used as techniques for collection of information, the interview, which was applied to students and fifth grade teachers of the Educational Institution Francisco José de Caldas de Soledad Atlántico.The results obtained from this research aimed to describe how collaborative work as a didactic strategy favors the development of critical thinking in students

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