Efectos de la aplicación de estrategias pedagógicas colaborativas en el desarrollo de habilidades de pensamiento crítico en el curso de química general de estudiantes de la UNI
Fecha
2018
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Universidad Antonio Ruiz de Montoya
Resumen
En la presente investigación se evalúa el efecto de la aplicación de estrategias Pedagógicas colaborativas en el desarrollo de las habilidades de Pensamiento Crítico en los estudiantes de la UNI además del efecto en el rendimiento académico en el curso de Química General. A través de un diseño Cuasi experimental Pre Test – Post Test con grupo de control. Se formaron dos grupos, uno que utilizó las estrategias de aprendizaje (grupo experimental, n =
26) y otro que trabajó con el método tradicional (grupo control, n = 29). Para este estudio se diseñó un instrumento específico para medir las habilidades del pensamiento crítico en estudiantes de Ciencias el cual fue preparado teniendo en cuenta contextos reales en el ámbito social, local o global para que el estudiante ponga en despliegue sus habilidades de pensamiento y conocimientos para explicar, interpretar, evaluar, inferir, analizar las distintas situaciones planteadas. Las estrategias pedagógicas utilizadas fueron el ABP, la lectura crítica, la construcción de modelos, el diagrama V de Gowin y el mapa conceptual. Luego de aplicadas las estrategias pedagógicas las comparaciones de los post-test entre ambos grupos señalan mejoras a favor del grupo experimental en las habilidades del pensamiento crítico total (p<.01) y específicamente en las habilidades de explicación (p<.01), análisis (p<.001) y autorregulación (p<.05); al comparar los logros de ambos grupos (diferencias entre pre y post-test) se identifican logros significativamente mayores en el pensamiento crítico total (p<.001) y específicamente en las habilidades de explicación ((p<.05), análisis (p<.001), evaluación (p<.05) y autorregulación (p<.001). Se concluye que la aplicación de estrategias pedagógicas mejora significativamente las habilidades del Pensamiento Crítico. Sin embargo no se observan diferencias significativas en el rendimiento académico (p>.05); de los estudiantes del curso de Química General de la UNI.
The present investigation, evaluates the effect of the application of collaborative pedagogical strategies on the development of Critical Thinking skills in UNI students, in addition the effect on academic performance in the course of General Chemistry through a Quasi- experimental design Pre Test - Post Test with control group. Two groups were formed, one that used learning strategies (experimental group, n = 26) and another that worked with the traditional method (control group, n = 29). For this study, a specific instrument was designed to measure the critical thinking skills of science students, which was prepared taking into account real contexts in the social, local or global environment so that the student could put their thinking skills and knowledge into practice to explain, interpret, evaluate, infer, analyze the different situations presented. The pedagogical strategies used were ABP, critical reading, model construction, Gowin diagram V and the conceptual map. After applying pedagogical strategies, the post-test comparisons between both groups indicate improvements in favor of the experimental group in the total critical thinking skills (p <.01) and specifically in the explanation skills (p <.01), analysis (p <.001) and self-regulation (p <.05); when comparing the achievements of both groups (differences between pre and post-test), significant improvements were found in total critical thinking (p <.001) and specifically in explanation skills ((p <.05), analysis (p <.001), evaluation (p <.05) and self-regulation (p <.001). It is concluded that the application of pedagogical strategies improves critical thinking skills significantly. However, no significant differences were observed in academic performance (p> .05); of the students of the course of General Chemistry of the UNI.
The present investigation, evaluates the effect of the application of collaborative pedagogical strategies on the development of Critical Thinking skills in UNI students, in addition the effect on academic performance in the course of General Chemistry through a Quasi- experimental design Pre Test - Post Test with control group. Two groups were formed, one that used learning strategies (experimental group, n = 26) and another that worked with the traditional method (control group, n = 29). For this study, a specific instrument was designed to measure the critical thinking skills of science students, which was prepared taking into account real contexts in the social, local or global environment so that the student could put their thinking skills and knowledge into practice to explain, interpret, evaluate, infer, analyze the different situations presented. The pedagogical strategies used were ABP, critical reading, model construction, Gowin diagram V and the conceptual map. After applying pedagogical strategies, the post-test comparisons between both groups indicate improvements in favor of the experimental group in the total critical thinking skills (p <.01) and specifically in the explanation skills (p <.01), analysis (p <.001) and self-regulation (p <.05); when comparing the achievements of both groups (differences between pre and post-test), significant improvements were found in total critical thinking (p <.001) and specifically in explanation skills ((p <.05), analysis (p <.001), evaluation (p <.05) and self-regulation (p <.001). It is concluded that the application of pedagogical strategies improves critical thinking skills significantly. However, no significant differences were observed in academic performance (p> .05); of the students of the course of General Chemistry of the UNI.
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Habilidades cognitivas, Pensamiento crítico, Formación profesional, Mapas conceptuales, Estudiantes universitarios, Aprendizaje cooperativo, Perú, Educación