Estrategia didáctica para contribuir al desarrollo del pensamiento crítico desde las Ciencias Naturales en estudiantes del tercer año de EGB de la Unidad Educativa Francisco Febres Cordero

Abstract

The present work of curricular integration was elaborated with the aim of designing a didactic strategy to contribute to the development of critical thinking in students in the third year of General Basic Education, parallel A, morning section, at the "Francisco Febres Cordero" school, starting with block 3 of Natural Sciences. The research was born as a consequence of the problems evidenced in the students as a result of the traditional strategies used by teachers that do not lead to the development of critical thinking in the students, with emphasis on the current modality, which implies the use of technology in the search for information, an alarming aspect. The execution of this research work was based on studies of the state of the art in Latin America from 2004 to 2019, as well as various investigations by different authors who theoretically support the object of study, the development of critical thinking from the Natural Sciences. The paradigm assumed is the socio-critical, the methodology used is descriptive with a qualitative approach, being necessary the use and application of various techniques and instruments such as: observation guide, field notes, informal or unstructured interview through a questionnaire addressed to the classroom teacher and representatives, as well as the review of pedagogical cards. As a contribution, a didactic strategy is elaborated that contributes to the development of critical thinking from Natural Sciences in students in the third year of EGB of the Francisco Febres Cordero Educational Unit, which leads students to reflect and question themselves, while giving them the opportunity to give significance to the information acquired through activities according to their particularities, so that they feel free and unafraid to express themselves. The feasibility of the product was assessed through the criteria of specialists, whose contributions allowed for its improvement.