Desarrollo del pensamiento crítico en la enseñanza de la fracción: un enfoque metodológico mixto
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
El propósito de esta investigación es estudiar el desarrollo del pensamiento crítico en los estudiantes, a través de una metodología mixta, donde se implementan lecciones de clases en grupos experimentales y un pre-test y post-test en grupos control y experimental, con el fin de determinar los cambios producidos en los estudiantes a través del Estudio de Clases. La intervención consistió en lecciones incorporando aprendizaje basado en problemas y preguntas que activan habilidades del pensamiento crítico. Los datos se recopilaron a través de transcripciones de videograbaciones y se analizaron utilizando el análisis de contenido. Los resultados mostraron una mejora significativa en la comprensión del concepto de fracción en el grupo experimental en comparación con el grupo de control. Además, las transcripciones indicaron que las preguntas basadas en problemas efectivamente activaron habilidades del pensamiento crítico, aunque con variaciones en la frecuencia. Se concluye que el uso de aprendizaje basado en problemas y preguntas específicas favorece significativamente el desarrollo del pensamiento crítico y mejora la comprensión de conceptos de fracción.
The purpose of this research is to study the development of critical thinking in students through a mixed methodology, which includes implementing class lessons in experimental groups and a pre-test and post-test in both control and experimental groups, in order to determine the changes produced in students through the Study of Classes. The intervention consisted of lessons incorporating problem-based learning and questions designed to activate critical thinking skills. Data were collected through transcriptions of video recordings and analyzed using content analysis. The results showed a significant improvement in the understanding of the concept of fraction in the experimental group compared to the control group. Additionally, the transcriptions indicated that problem-based questions effectively activated critical thinking skills, although with variations in frequency. It is concluded that the use of problem-based learning and specific questions significantly promotes the development of critical thinking and improves the understanding of fraction concepts.
The purpose of this research is to study the development of critical thinking in students through a mixed methodology, which includes implementing class lessons in experimental groups and a pre-test and post-test in both control and experimental groups, in order to determine the changes produced in students through the Study of Classes. The intervention consisted of lessons incorporating problem-based learning and questions designed to activate critical thinking skills. Data were collected through transcriptions of video recordings and analyzed using content analysis. The results showed a significant improvement in the understanding of the concept of fraction in the experimental group compared to the control group. Additionally, the transcriptions indicated that problem-based questions effectively activated critical thinking skills, although with variations in frequency. It is concluded that the use of problem-based learning and specific questions significantly promotes the development of critical thinking and improves the understanding of fraction concepts.
Description
Tesis presentada para optar al título de Profesor de Educación General Básica
Keywords
Educación de Calidad