Potentialization of critical thinking in students from interdisciplinary pedagogical practices of teachers: an interpretive-comprehensive study
Main Article Content
Keywords
Critical thinking, thinking skills, thought formation, dispositions and interdisciplinary pedagogical practices
Abstract
The purpose of this research was to potentiate critical thinking in students from the interdisciplinary pedagogical practices of the teachers of the Academic Media of the Higher Normal of Sincelejo. The population was 60 young people and 5 teachers, who study and work respectively in the 10th and 11th grades. The study was qualitative, under the foundations of educational ethnography. He relied on the techniques of participant observation, interview as dialogue and as an instrument the field diary. It was carried out during four moments. At the time one carried out the bibliographic search and from the testimonies of the teachers, the critical thinking skills of the students of the academic average were identified. In a second moment the critical thinking was characterized and the instrument of information collection was designed, in the third moment, the designed instruments were applied and in the fourth moment the Atlas-ti software was supported for the analysis of the discourse obtained. It concludes with the conclusions where the points of meeting and distant between the participants stand out, the recommendations and a proposal on the part of the investigators to potentiate the critical thought.
References
Alvarado, P. (2014). El desarrollo del pensamiento crítico: una necesidad en la formación de los estudiantes universitarios. Didac, (64), 10-17. Recuperado de: http://revistas.ibero.mx/didac/articulo_detalle.php?pageNum_paginas=0&totalRows_paginas=7&id_volumen=18&id_articulo=215&pagina=1
Álvarez, C. (2008). La etnografía como modelo de investigación en educación. Gazeta de antropología, 24(1), 1-15. Recuperado de https://www.ugr.es/~pwlac/G24_10Carmen_Alvarez_Alvarez.pdf
Boisvert, J. (2004). La formación del pensamiento crítico. México, México: Fondo de cultura económica.
Ennis, R. (1993). Critical Thinking Assessment, Theory into Practice. Eric, 32(3), 179-186. Recuperado de https://eric.ed.gov/?id=EJ473735
Facione, P. (2007). Pensamiento Crítico, ¿Qué es y por qué es importante? Insight Assessment. Recuperado de http://eduteka.icesi.edu.co/pdfdir/PensamientoCriticoFacione.pdf
Glatthorn, A. y Baron, J. (1985). The Good Thinker. Alexandria Virginia: Association for Supervision and Curriculum development.
Hernández, R. (2014). La investigación cualitativa a través de entrevistas: su análisis mediante la teoría fundamentada. Cuestiones pedagógicas, (23), 187-210.Recuperado de http://institucional.us.es/revistas/cuestiones/23/Mis_5.pdf
Murillo, J. y Martínez, C. La investigación etnográfica. Métodos de investigación Educativa en edición especial. Recuperado de https://docplayer.es/12314151-Investigacion-etnografica.html
Paul, R. y Elder, L. (2003). La mini- guía para el pensamiento crítico concepto y herramienta. Recuperado de https://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf
Posada, R. (2004). Formación Superior basada en competencias, interdisciplinariedad y trabajo autónomo del estudiante. Revista Iberoamericana de Educación, 35(1), 1-34. Recuperado de https://rieoei.org/RIE/article/view/2870
Prieto, J. (2008). Pensamiento crítico y universidad: estrategias para la consolidación de una sociedad democrática en México. Investigación y Ciencia, (42), 36-42. Recuperado de http://www.uaa.mx/investigacion/revista/archivo/revista42/ Articulo%206.pdf
Quecedo, R. y Castaño, C. (2002). Introducción a la metodología de investigación cualitativa. Revista de Psicodidáctica, (14), 5-39. Recuperado de http://www.redalyc.org/pdf/175/17501402.pdf
Romano, G. (1995). Comment Favoriser le devéloppement des habiletés de pensée chez les éléves. Association québécoise de pédagogie collégiale: Montreal
Shannon, H. y Allen, T. (2001). Eficacia del programa de instrucción REBT en el aumento de rendimiento en estudiantes de matemáticas de secundaria. Revista de Toxicomanías, (29), 10-17. Recuperado de https://www.cat-barcelona.com/uploads/rets/RET29_2.pdf
Siegel, H. (1988). Educating Reason: Rationality, Critical Thinking, and Education. Nueva York: Routledge.
Van del Linde, G. (2007). ¿Por qué es importante la interdisciplinariedad en la educación superior? Cuadernos de Pedagogía Universitaria, (8), 11-13. Recuperado de http://cuaderno.pucmm.edu.do/index.php/cuadernodepedagogia/issue/viewIssue/8/13
Article Sidebar
Article Details
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Vilma Luz Benítez Salgado, University of Sucre
Superior Normalist. Degree in Spanish Language from the University of Pamplona, Sincelejo. Specialist in Applied Research to the education of CECAR. Candidate to Magister University of Sucre.
Ingris Johana Benítez Salgado, University of Sucre
BA in Modern Languages from CECAR, Sincelejo. Candidate to Magister University of Sucre.