El Efecto de un Programa de Pensamiento Crítico en el Sesgo de Representación en Estudiantes de Pedagogía

Cornejo, Carlos Ossa; Mújica, Alejandro Díaz; Pérez-Villalobos, María Victoria; Costa-Dutra, Silvia Da; Páez‐Rovira, Darío

doi:10.5093/psed2019a18

Cited by 9 publications

(8 citation statements)

References 26 publications

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“…Thus, in even recognizing this influence, students recognize that they present, in general, important gaps in its application. Although they admit the importance of this competence for their professional development, demanding courses and actions that favor their learning, the reality is that they are not usually involved in their learning, noting the disparity between how teaching and learning are thought and how they are actually applied [15] being a necessary involvement in the process of students and teachers [37,42]. As in the results obtained by Moreno and Velázquez [43], students find it difficult to analyse information, argue, and differentiate the important from the anecdotal, showing more of a reproductive thinking which has nothing to do with criticism, although they consider it important [44].…”

Section: Discussionmentioning

confidence: 99%

“…In the field that concerns us, the reality of good intentions that claim the importance of developing critical thinking skills clashes with the weight of a reproductive learning tradition and a way of understanding university education that obviates worrying elements for the students' professional future. In this sense, students may present representative cognitive biases, understood as the estimation of how likely an event is to occur using prior beliefs while ignoring other potentially useful information about the situation or problem, if they are not trained specifically on them [37]. In turn, they may present difficulties in the analysis of divergent or contrary positions [38]; and they may continue to have deficiencies and difficulties when they try to develop critical thinking in the classroom [13].…”

Section: Introductionmentioning

confidence: 99%

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A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students

et al. 2021

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Critical thinking is present in the educational intentions in higher education with more or less programmatic development. In the training of social educators, such thinking is considered a fundamental pillar for a good performance of their functions in the social field. By means of qualitative and quantitative instruments, we set ourselves the objective of knowing the opinions of 72 Social Education degree students of the University of Huelva (Spain) about critical thinking, higher education, and their position on the subject. The results obtained showed that students have an approximate general knowledge of what critical thinking is, but a clear lack of knowledge of how it is developed. In addition, it is observed that there is a great contradiction between what they say and what they actually do, as, although they value its development in the degree and professional performance, they do not develop or commit themselves de facto to this competence. Moreover, they recognize that the university is a context that favors critical competence, but at the same time they are very critical about the teachings offered in this regard.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students

et al. 2021

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“…En cuanto a las dimensiones del pensamiento crítico, según Rímac et al, 2017;Arazo et al, 2018;Olivera, 2018;Ossa et al, 2018;Steffens et al, 2018;Bilik et al, 2020;López et al, 2020;Muhammad et al, 2020), siendo imprescindible fortalecer habilidades como el razonamiento, resolución de problemas, metacognición y reflexión, que además contribuirán a mejorar los aprendizajes de los estudiantes; mientras que, en otras investigaciones se especifican las deficiencias del nivel de pensamiento crítico de los infantes de 5 años de edad (Arhuis y Gutiérrez, 2015;Mirela y Hurjui, 2015;Valencia et al, 2016;Ossa, 2017;Sánchez, 2019;Ossa et al, 2020).…”

Section: Fundamentos Del Pensamiento Críticounclassified

“…Rímac et al (2017) elaboraron propuestas de estrategias innovadoras y metacognitivas de autoconocimiento y autorregulación para contribuir al desarrollo del pensamiento crítico e investigación de los estudiantes. Otra propuesta para afianzar el pensamiento crítico en infantes de 5 años es la aplicación de programas de intervención (Ossa, 2017;Ossa et al, 2020;Segundo et al, 2020). Por su parte, Moreno y Velázquez (2017) junto a Llanquiche y Sebastiani (2018) coincidieron en plantear modelos didácticos cuya acción didáctica se sustentó en referentes de naturaleza científica, ordenados en el cuerpo teórico y guiando el proceso de enseñanza aprendizaje hacia la motivación, la cooperación, el análisis e investigación.…”

Section: Propuestas Para Desarrollar El Pensamiento Críticounclassified

La indagación en el desarrollo del pensamiento crítico en infantes de 5 años

Otoya

Yrigoín²,

Chero

et al. 2021

RDLUZ

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El objetivo del estudio es determinar la influencia del Programa basado en proyectos de indagación en el desarrollo del Pensamiento Crítico de infantes. La metodología utilizada es de carácter cuantitativo, tipo aplicada, de diseño cuasiexperimental. Los p articipantes fueron 100 infantes de 5 años, distribuidos en los grupos experimental (n=50) y control (n=50). Los resultados del pretest demostraron que, todos los infantes se situaron en el nivel en inicio; mientras que, en el postest, el grupo experimental tuvo una mejora significativa, con un 66% en logro esperado, 24% en proceso y 10% en logro destacado; en tanto que, los del grupo control alcanzaron los niveles inicio, en proceso y logro esperado con 18, 74 y 8% respectivamente. Se determinó que, el Programa basado en proyectos de indagación tuvo una influencia significativa en el desarrollo del pensamiento crítico de los infantes, mejorando su capacidad de argumentación, solución de problemas y metacognición.

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“…Both scientific reasoning and critical thinking can be considered relevant skills for 21st century teachers (Yang, 2012). However, not enough research has been done to evaluate the development of this ability in students of pedagogy in scientific and mathematical areas (Ossa et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Promoting pedagogy students’s scientific skills through critical thinking program

Cornejo

Luengo

Mújica

et al. 2022

EJREP

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Introduction. Critical thinking is a highly-valued skill in higher education, even though there are few studies that demonstrate its effectiveness on scientific skills of pedagogy students. The purpose of this study was to analyze the effect of a critical thinking program (PENCRIT-RC) on inquiry and probabilistic reasoning skills in pedagogy students. Method. The method was based on a quasi-experimental design, with a control group and pre- and post-test application. The participants were 95 students of science and mathematics pedagogy from two Chilean universities. The instruments used were an inquiry scale adapted from a critical thinking test, and a scale of probabilistic reasoning adapted from the Lawson classroom test. Descriptive and bivariated analisys (ancova) was applied to calculate data. Results. The results showed a statistically significant difference in both variables for the experimental group, with a large effect in the inquiry variable, and a moderate effect in the probabilistic reasoning variable. Discussion and Conclusion. It is concluded that the program is effective for the development of inquiry skills in participants, but probabilistic reasoning skills require more work in professional training.

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El Efecto de un Programa de Pensamiento Crítico en el Sesgo de Representación en Estudiantes de Pedagogía

Cited by 9 publications

References 26 publications

A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students

A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students

La indagación en el desarrollo del pensamiento crítico en infantes de 5 años

Promoting pedagogy students’s scientific skills through critical thinking program

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