Efectos de un programa de intervención sobre el desarrollo del pensamiento crítico en universitarios chilenos.

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Bibliographic Details
Title:	Efectos de un programa de intervención sobre el desarrollo del pensamiento crítico en universitarios chilenos.
Alternate Title:	Effects of an intervention program on the development of critical thinking in chilean university students.
Authors:	Zambrano, Sonia Betancourth¹ sbetan@gmail.com, Martínez Daza, Viviana² vivianaamd@gmail.com, Tabares Díaz, Yuranny³ yuranny.tabares06@gmail.com, Leyton, Ana Castillo⁴ ana.castillo@uda.cl
Source:	Revista Pensamiento Americano. ene-jun2021, Vol. 14 Issue 27, p125-136. 12p.
Subjects:	DIVERGENT thinking, SOCIAL work students, CRITICAL thinking, COLLEGE students, SELF-evaluation, TRIANGULATION
Abstract (English):	Introduction: critical thinking is a cognitive process oriented to the interpretation, inference, evaluation, analysis and reflection of context situations, through knowledge and intelligence, to arrive effectively at the most reasonable and justified position on an issue. Objective: to analyze the effects of an intervention program based on chain meeting, transformative triangulation and controversy about critical thinking in students of the social work career of a Chilean university. Materials and Methods: the study is framed in the quantitative paradigm, of quasiexperimental design with preprogramming and posttesting with a single group. The sample consisted of 33 university students. The intervention program consisted of a total of six sessions, in which three critical thinking development strategies corresponding to chain meeting, transformative triangulation and controversy were implemented; It also included faceto-face and virtual counseling. Results: it was found that there are positive effects on the critical thinking of the participating students, after the development of the intervention program. Conclusions: Critical thinking development strategies promote the construction of knowledge, the ability to adopt a posture, the self-assessment of one's own thinking and the recognition of divergent points of view. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Introducción: el pensamiento crítico es un proceso cognitivo orientado a la interpretación, inferencia, evaluación, análisis y reflexión de las situaciones del contexto, a través del conocimiento y la inteligencia, para llegar de forma efectiva a la posición más razonable y justificada sobre un tema. Objetivo: analizar los efectos de un programa de intervención basado en meeting en cadena, triangulación transformadora y controversia sobre el pensamiento crítico en estudiantes de la carrera de trabajo social de una universidad chilena. Materiales y Métodos: el estudio se enmarca en el paradigma cuantitativo, de diseño cuasiexperimental con preprueba y posprueba con un solo grupo. La muestra se conformó por 33 estudiantes universitarios. El programa de intervención se constituyó de un total de seis sesiones, dentro de las cuales se implementaron tres estrategias de desarrollo de pensamiento crítico correspondientes a meeting en cadena, triangulación transformadora y controversia; así también, se incluyó asesorías presenciales y virtuales. Resultados: se encontró que existen efectos positivos en el pensamiento crítico de los estudiantes participantes, posterior al desarrollo del programa de intervención. Conclusiones: las estrategias de desarrollo de pensamiento crítico promueven la construcción del conocimiento, la capacidad de adopción de una postura, la autoevaluación del propio pensamiento y el reconocimiento de puntos de vista divergentes. [ABSTRACT FROM AUTHOR]
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Database:	MedicLatina

Description
Abstract:	Introduction: critical thinking is a cognitive process oriented to the interpretation, inference, evaluation, analysis and reflection of context situations, through knowledge and intelligence, to arrive effectively at the most reasonable and justified position on an issue. Objective: to analyze the effects of an intervention program based on chain meeting, transformative triangulation and controversy about critical thinking in students of the social work career of a Chilean university. Materials and Methods: the study is framed in the quantitative paradigm, of quasiexperimental design with preprogramming and posttesting with a single group. The sample consisted of 33 university students. The intervention program consisted of a total of six sessions, in which three critical thinking development strategies corresponding to chain meeting, transformative triangulation and controversy were implemented; It also included faceto-face and virtual counseling. Results: it was found that there are positive effects on the critical thinking of the participating students, after the development of the intervention program. Conclusions: Critical thinking development strategies promote the construction of knowledge, the ability to adopt a posture, the self-assessment of one's own thinking and the recognition of divergent points of view. [ABSTRACT FROM AUTHOR]
ISSN:	20272448
DOI:	10.21803/penamer.14.27.375