LEARNING STRATEGIES FOR THE PROMOTION OF CRITICAL THINKING IN HIGH SCHOOL EDUCATIONAL INSTITUTION OF PALMIRA
Abstract
The general purpose of this study is to propose learning strategies for the strengthening of critical thinking in secondary students of the District Educational Institution Palmira. In the same way, it is located in the Teaching and Curriculum Research Line and whose subject matter is Critical Thinking and Reading Comprehension, at a theoretical level, based on the compilation of the foundations of various authors such as Freire, P (2008), Valle, A; Barca, A; González, R & Núñez, J. (1999), Solè, I (2008), Castellanos, D. (2007). From the analysis of a qualitative research, the development of the study is in line with the ethnographic method. The information was collected through the techniques of direct observation and qualitative interviews. For the purposes of the sample were taken five (5) subjects, made up of students and teachers of the Educational Institution District Palmira Colombia. The reliability of this population is relative since this is replicable, just as ethics will be applied as a preponderant condition. In this sense, it is conclusively stated that it is necessary to promote in the students of the institution activities to awaken critical thinking in them, since according to their opinions, do not feel the need to study, hence the importance it has for the Teachers to put into practice the necessary tools to be able to achieve it, because it is a student population, with deficiencies in several aspects, which leads them to reflect in their majority that the institution is not the one that will give them answer to their situations of Life because the orientations received by their parents are not the most appropriate to help solve their academic work
Downloads
References
CRESWELL, J (2005) Qualitative inquiry and research design. Choosing among five traditions. California: Sage.
DÍAZ BARRIGA, F. (2010). El aprendizaje de la Historia en el bachillerato: Procesos de pensamiento y construcción del conocimiento en profesores y estudiantes del CCH/UNAM, tesis de doctorado en Pedagogía, Facultad de Filosofía y Letras, México: UNAM.
FACIONE, P (2007) Pensamiento Crítico: ¿Qué es y por qué es importante?. Editor. Insight Assessment. Disponible en: http://tecdigital.tec.ac.cr/file/3467725/Pensamiento_Critico_Facione.pdf
FREIRE, P. (2008). Pedagogía del Oprimido (36ª. Ed.). Montevideo: Siglo XXI Editores, S.A.
HERNÁNDEZ, R., FERNÁNDEZ, C. Y BAPTISTA, P. (2010). Metodología de la Investigación (5a. ed.). México: McGraw-Hill Interamericana, S. A.
HORN. R. (2009). “Becoming a critical teacher” en W. Weil & H.K. Anderson (eds.) Perspectives in critical thinking, Essays by teachers in theory and practice, col. Counterpoints, vol. 110, Nueva York: Peter Lang.
ROJAS, A (2014) Aportes de la sociología al estudio de la educación (Autores clásicos). Revista Educación Vol. 38(1), 33-58, e-ISSN: 22152644. Disponible en: http://revistas.ucr.ac.cr/index.php/educacion/article/view/14376/13680
SOLÈ, I (2008) Estrategias de lectura. Undécima edición. Editorial Grao. Barcelona.
TÓJAR, J (2006) Investigación cualitativa: comprender y actuar. Editorial La Muralla, 392 pages. Disponible en: https://books.google.co.ve/books?id=lXcdV7aLbWcC&dq=T%C3%B3jar++informantes+clave&source=gbs_navlinks_s
VALLE, A; BARCA, A; GONZÁLEZ, R & NÚÑEZ, J. (1999) Las estrategias de aprendizaje revisión teórica y conceptual. Revista Latinoamericana de Psicología, vol. 31, núm. 3, pp. 425-461. Fundación Universitaria Konrad Lorenz. Bogotá, Colombia.
GIROUX, H. (2008) Escritura y pensamiento crítico en los estudios sociales. Los profesores como intelectuales. Hacia una pedagogía crítica del aprendizaje. Barcelona. Paidós.
