Programa para fomentar habilidades del pensamiento crítico en los alumnos del noveno año de Educación General Básica de la Unidad Educativa Ricardo Muñoz Chávez

Abstract

The development of critical thinking as one of the skills of the 21st century is attractive to educational systems that are committed to the transformation of their societies. Beyond being an isolated cognitive skill, it is a transversal axis for the integral formation of students, since its potential is reflected when it interacts with the learning acquired in class. The objective of the research is to apply an intervention program that fosters critical thinking skills in ninth grade students of the Ricardo Muñoz Chávez Educational Unit. The research methodology was based on the socio-critical paradigm, under a qualitative approach, through the action- research method. For the data collection phase, various techniques and instruments were used, such as the semi-structured interview, participant observation, pre-test and post-test, which were contrasted through data triangulation. After the intervention, the majority of students were located between a medium and high level of critical thinking, with a minimum number of students at a low level. It indicates that reading associated with topics of everyday reality and the different strategies focused on developing skills of analysis, inference, argumentation and proposing alternative solutions, can be worked on in conjunction with the skills of Language and Literature, while forming students who demonstrate critical thinking in the analysis and resolution of problems in their different contexts.