Formación de pensamiento crítico en los alumnos de primaria mediante tareas basadas en problemas
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.04.8Palabras clave:
análisis, competencias cognitivas, pensamiento crítico, proceso educativo, alumnos de primaria, tareas basadas en problemas, reflexión.Resumen
El desarrollo del pensamiento crítico es un componente esencial de la educación moderna. El objetivo de este estudio fue identificar el impacto de las tareas basadas en problemas sobre el desarrollo del pensamiento crítico en los alumnos de primaria. Los métodos de investigación incluyeron pruebas de Watson-Glaser, prueba de pensamiento crítico de Cornell (nivel X), análisis de varianza y análisis de correlación. Los resultados mostraron una mejora significativa en el grupo experimental: en la categoría "Identificar hechos" la puntuación media aumentó de 3,5 a 5,5, en "Interpretar datos" - de 4,0 a 6,0 y en "Extraer conclusiones" - de 3,0 a 5,0. También en la categoría "Análisis de situación" el puntaje aumentó de 3,2 a 5,3, y en "Formulación de hipótesis", de 2,8 a 4,7. La puntuación final del grupo experimental aumentó de 12,3 a 16,5, mientras que el grupo control mostró solo una ligera mejora (de 11,8 a 12,0), confirmando la efectividad de las tareas basadas en problemas. La importancia práctica de los resultados en la introducción de tareas basadas en problemas para desarrollar las habilidades críticas de los estudiantes hace que los hallazgos del estudio sean aplicables y valiosos. Las perspectivas de investigación futura incluyen el estudio de los efectos a largo plazo y la repercusión de los factores socio económicos en la eficacia de estos métodos.
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Derechos de autor 2025 Hanna Byhar, Iryna Pits, Krystyna Shevchuk, Olha Shestobuz, Oksana Hordiichuk
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