La diferencia en el desarrollo de pensamiento crítico de los estudiantes de 3° medio del Colegio The Wessex School y estudiantes que cursan primer año de psicopedagía de la Universidad Andrés Bello, sede Talcahuano
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Archivos
Fecha
2019
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Actualmente el pensamiento crítico está tomando un papel fundamental
en toda la enseñanza, desde la educación básica hasta la educación superior,
esto debido principalmente a que esta habilidad favorece los aprendizajes
profundos y, estos a su vez fomentan la metacognición y la reflexión continua.
Para la siguiente investigación, se planteó como objetivo general
determinar las diferencias en el desarrollo de pensamiento crítico entre los
estudiantes de 3º año medio del colegio Wessex y los que cursan primer año de
Psicopedagogía en la Universidad Andrés Bello, sede Talcahuano.
El enfoque de investigación del estudio es cuantitativo de diseño no
experimental, posee una temporalidad transversal, y un alcance descriptivo y
relacional.
Conocer si existe una discrepancia significativa entre estas dos variables
se vuelve fundamental, por lo que se realizó el Test de Pensamiento Crítico
diseñado por Curiche (2015), basado en las categorías y habilidades de
pensamiento crítico, el cual permite identificar el desarrollo del pensamiento
crítico de los estudiantes y comparar el desarrollo de este pensamiento.
El estudio realizado permite afirmar que no existen diferencias
significativas en el desarrollo de pensamiento crítico entre los estudiantes de
educación media y universitarios, dado que, al analizar la variable de nivel
educativo y dimensiones del instrumento, arrojaba que no existía una
discrepancia en los resultados obtenidos por los estudiantes.
De igual modo el test da a conocer los niveles más descendidos del
pensamiento crítico de los estudiantes, permitiendo al psicopedagogo mediar
experiencias de potenciación del pensamiento crítico en los distintos niveles.
Nowadays critical thinking is taking a fundamental part in education, from primary school to secondary school, this is mainly because this ability promotes deep learning and, at the same time promotes metacognition and ongoing reflection. For the following research, it was set as general objective establish the differences in the development of critical thinking among the students of 3rd year of secondary school from Wessex school and first year students of Psychopedagogy from Universidad Andrés Bello, Talcahuano. The study is focused on the quantitative approach non-experimental design, it has a transversal temporality, and a descriptive and relational scope. To know if there is a significant discrepancy between these two variables becomes fundamental, for that reason it was done the critical thinking test designed by Curiche (2015), based on critical thinking categories and abilities, which allows to identify the development of critical thinking in students and to compare the development of this thinking. The study carried out allows affirm that there is no significant differences in the development of critical thinking between secondary and university students, given that when analyzing the educational level variable and the instrument dimensions, shows that there was no discrepancy in the results obtained by the students. Similarly the test shows the lowest level of students’ critical thinking, allowing the educational psychologist mediate experiences of empowerment of critical thinking at different levels
Nowadays critical thinking is taking a fundamental part in education, from primary school to secondary school, this is mainly because this ability promotes deep learning and, at the same time promotes metacognition and ongoing reflection. For the following research, it was set as general objective establish the differences in the development of critical thinking among the students of 3rd year of secondary school from Wessex school and first year students of Psychopedagogy from Universidad Andrés Bello, Talcahuano. The study is focused on the quantitative approach non-experimental design, it has a transversal temporality, and a descriptive and relational scope. To know if there is a significant discrepancy between these two variables becomes fundamental, for that reason it was done the critical thinking test designed by Curiche (2015), based on critical thinking categories and abilities, which allows to identify the development of critical thinking in students and to compare the development of this thinking. The study carried out allows affirm that there is no significant differences in the development of critical thinking between secondary and university students, given that when analyzing the educational level variable and the instrument dimensions, shows that there was no discrepancy in the results obtained by the students. Similarly the test shows the lowest level of students’ critical thinking, allowing the educational psychologist mediate experiences of empowerment of critical thinking at different levels
Notas
Tesis (Psicopedagogo, Licenciado en Educación)
Palabras clave
Pensamiento Crítico, Enseñanza Media, Enseñanza Superior, Estudiantes de Psicopedagogía, Chile, Talcahuano