Pensamiento crítico
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Date
2021-05-10
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue en el primer capítulo, identificar al pensamiento, el cual es considerado, parte de la
inteligencia superior, la cual está estrechamente vinculado con otros procesos cognitivos,
tales como la sensación, la memoria y el lenguaje. En el caso del pensamiento crítico, este
tiene bases desde la Grecia antigua, en la cual diversos filósofos desde diferentes enfoques
filosóficos conjeturaron acerca de ella, al igual que en la edad media, en donde ya la
definición del pensamiento crítico adquiría diversos matices; en la edad moderna adquirió
un carácter científico, pero es en la edad contemporánea en la que se formaliza una
definición adecuada, a través de diferentes estudiosos en la materia. Es así que el estudio
del pensamiento crítico se extiende un poco más, explicando características, elementos,
etc., aspecto que serán necesarios para el entendimiento profundo del tema.
En el segundo capítulo, se indica que el pensamiento crítico, posee una
multicausalidad de variables para ser analizado, y concluir sobre este, así como evaluar
características que poseen las personas para poder evidenciarlas. Es por ello que, desde el
ámbito educativo, se indica que el desarrollo del pensamiento crítico, depende de las
estrategias que se utilice para activar o desarrollar las capacidades y las habilidades:
interpretación, análisis, evaluación, inferencia, explicación y la autorregulación. Además
de las estrategias, se señala el rol fundamental que tiene el docente para poder llevar a cabo
estas estrategias para que cumplan el objetivo correcto.
En el tercer capítulo, se puede advertir de forma específica la distinción del docente
ante otros profesionales, ya que su capacidad pedagógica, proviene del dominio de la
temática educativa, la cual sirve para ejercer su labor, así como la satisfacción de la
comunidad educativa.
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Ahora bien, ante la necesidad de satisfacer a la diversidad de estudiantes, el docente
adopta diferentes estilos de enseñanza, ya que estas son una manera particular de entender
la diversidad de estudiantes, y por ello adecuar la forma de interactuar con ellos. Y
también se menciona qué estilos se implican más en la necesidad de desarrollar el
pensamiento crítico.
En el capítulo cuarto, se pone en tela de juicio la evaluación del pensamiento
crítico, asimismo los criterios a tener en cuenta, es decir, qué criterios se han tomado en
cuenta para el estudio del pensamiento crítico, un caso es solo aspectos académicos y no
tanto a aspectos cognitivos, asimismo el contexto en donde se desarrolla el estudiante.
Asimismo, los indicadores generales a tener en cuenta, cuando se quiera medir el
pensamiento crítico en estudiantes, finalmente, se considera una variedad de instrumentos,
todos ellos en idioma inglés, pero suficientemente útiles para el propósito requerido.
The objective of this research work was in the first chapter, to identify the thought, which is considered, part of the higher intelligence, which is closely linked with other cognitive processes, such as sensation, memory, and language. In the case of critical thinking, this has bases from ancient Greece, in which various philosophers from different approaches philosophers conjectured about it, just as in the Middle Ages, where the definition of critical thinking acquired various nuances; in the modern age acquired a scientific character, but it is in the contemporary age that a adequate definition, through different scholars on the subject. So the study of critical thinking extends a little further, explaining characteristics, elements, etc., aspect that will be necessary for the deep understanding of the subject. In the second chapter, it is indicated that critical thinking has a multicausality of variables to be analyzed, and conclude on it, as well as evaluate characteristics that people possess to be able to evidence them. That is why, from the educational field, it is indicated that the development of critical thinking depends on the strategies used to activate or develop skills and abilities: interpretation, analysis, evaluation, inference, explanation and self-regulation. What's more of the strategies, the fundamental role of the teacher is pointed out in order to carry out these strategies so that they meet the right objective. In the third chapter, the distinction of the teacher can be specifically noted. before other professionals, since their pedagogical capacity comes from the domain of educational theme, which serves to carry out their work, as well as the satisfaction of the educative community. 57 However, given the need to satisfy the diversity of students, the teacher adopts different teaching styles, since these are a particular way of understanding the diversity of students, and therefore adapt the way of interacting with them. AND It also mentions which styles are more involved in the need to develop the critical thinking. In the fourth chapter, the evaluation of thought is called into question. critical, also the criteria to be taken into account, that is, what criteria have been taken into account for the study of critical thinking, a case is only academic aspects and not both to cognitive aspects, as well as the context in which the student develops. Likewise, the general indicators to take into account, when you want to measure the critical thinking in students, finally, a variety of instruments is considered, all of them in English, but useful enough for the required purpose.
The objective of this research work was in the first chapter, to identify the thought, which is considered, part of the higher intelligence, which is closely linked with other cognitive processes, such as sensation, memory, and language. In the case of critical thinking, this has bases from ancient Greece, in which various philosophers from different approaches philosophers conjectured about it, just as in the Middle Ages, where the definition of critical thinking acquired various nuances; in the modern age acquired a scientific character, but it is in the contemporary age that a adequate definition, through different scholars on the subject. So the study of critical thinking extends a little further, explaining characteristics, elements, etc., aspect that will be necessary for the deep understanding of the subject. In the second chapter, it is indicated that critical thinking has a multicausality of variables to be analyzed, and conclude on it, as well as evaluate characteristics that people possess to be able to evidence them. That is why, from the educational field, it is indicated that the development of critical thinking depends on the strategies used to activate or develop skills and abilities: interpretation, analysis, evaluation, inference, explanation and self-regulation. What's more of the strategies, the fundamental role of the teacher is pointed out in order to carry out these strategies so that they meet the right objective. In the third chapter, the distinction of the teacher can be specifically noted. before other professionals, since their pedagogical capacity comes from the domain of educational theme, which serves to carry out their work, as well as the satisfaction of the educative community. 57 However, given the need to satisfy the diversity of students, the teacher adopts different teaching styles, since these are a particular way of understanding the diversity of students, and therefore adapt the way of interacting with them. AND It also mentions which styles are more involved in the need to develop the critical thinking. In the fourth chapter, the evaluation of thought is called into question. critical, also the criteria to be taken into account, that is, what criteria have been taken into account for the study of critical thinking, a case is only academic aspects and not both to cognitive aspects, as well as the context in which the student develops. Likewise, the general indicators to take into account, when you want to measure the critical thinking in students, finally, a variety of instruments is considered, all of them in English, but useful enough for the required purpose.
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Citation
Castro Medina, J. A. (2021). Pensamiento crítico (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.