Bibliographic Details
| Title: |
Fomento del desarrollo del pensamiento crítico en estudiantes de grado décimo desde situaciones cotidianas en la asignatura de Filosofía. |
| Alternate Title: |
Promotion of critical thought for tenth grade students about everyday situations in the Philosophy class. |
| Authors: |
Lara Rodríguez, José Miguel1 lara73754@gmail.com, Guerra, Elquis Rodríguez2 erodriguezg@ucn.edu.co |
| Source: |
Educación y Humanismo. jul-dic2016, Vol. 18 Issue 31, p343-357. 15p. |
| Abstract (English): |
This article promotes the development of critical thought in tenth (B) grade students of the District Institute of Education "Jesus Maestro", managed by "Fe y Alegría" Barranquilla (Colombia). According to everyday situations in the subject of Philosophy, the work has implemented the research-action methodology. This research work has found some deficiencies in students when looking at critical thought, which has become more evident in topics that refer to Philosophy. The main idea was to foster critical thought on students according to everyday situations related to topics about philosophy. A diagnostic instrument was applied in order to evaluate skills: interpretation, analysis, and explanation, related to an everyday situation, whose results reached a lower level. Further on, some strategies were applied to improve these skills, and, in general, the problem was detected. Finally, a diagnostic instrument was used, similar to the first one, which evidenced an improvement on students, as they passed from a Low level to an upper Basic level. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este artículo presenta el fomento del desarrollo del pensamiento crítico en estudiantes de grado décimo B del Instituto de Educación Distrital Técnico Jesús Maestro Fe y Alegría de la ciudad de Barranquilla (Colombia), mediante la atención a situaciones cotidianas en la asignatura de filosofía, enmarcado en la implementación de la metodología investigación-acción. En esta investigación se encontró que los estudiantes tenían deficiencias de pensamiento crítico, evidenciado en temas propios de la asignatura de Filosofía. Se ideó fomentar el desarrollo del pensamiento crítico en los estudiantes atendiendo una situación cotidiana relacionada a un tema filosófico. Se aplicó un instrumento diagnóstico que evaluó las habilidades de: interpretación, análisis y explicación (Facione, 1990), relacionadas a una situación cotidiana, que arrojó resultados con nivel bajo. Posteriormente, se aplicaron estrategias para mejorar estas habilidades y, en general, el problema detectado. Finalmente se ejecutó un instrumento diagnóstico, similar al inicial, que evidenció mejoría en los estudiantes, pasando de un nivel bajo a básico. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
