Pensamiento crítico, competencia que desafía la enseñanza en niños y niñas del mundo de hoy

Abstract

This study reports the results obtained from the implementation of a didactic intervention aimed at the development of critical thinking. In order to carry it out, the subjects of Language and Communication and History, Geography and Social Sciences were integrated. This work was carried out in the fourth grade of the Padre Alberto Hurtado Seminary School of Chillán. The critical thinking skills considered in this research were analysis and evaluation, with the aim of encouraging reflective action and commitment to the community. The organization of the course directive was the thematic generator of learning experiences that through orality and writing propitiated the critical capacity of the students in a context of democratic participation and with emphasis on the promotion of the common good. This is an action research that uses a mixed methodology, which gathers qualitative information through the analysis and interpretation of questionnaires applied before and after the intervention, and quantitative, by assigning numerical values to text segments for subsequent statistical analysis. The results show progress in the skills associated with critical thinking at different levels. It is concluded that the didactic sequence favored the development of this competence, providing an authentic scenario that allowed students to express their ideas, arguments, decisions and, at the same time, to become involved and committed to their community.