Pertinencia de las actividades institucionales en el desarrollo de habilidades de pensamiento crítico en estudiantes de educación media del contexto rural y urbano

Abstract

The present investigation indicates the findings found when assessing the relevance of institutional activities in the development of critical thinking skills in middle school students of rural and urban context belonging to the public sector of the department of Atlántico. The methodological rigor of the research was assumed from a mixed approach, under the gaze of an interpretive paradigm and a descriptive design, in order to interpret the educational reality. The data collection instruments were document analysis, classroom observations, field diaries, Watson-Glasser test application and socio-demographic questionnaires applied to students and teachers. A convenience sample was chosen consisting of 216 students, 11 teachers, 6 from the District Educational Institution and 5 from the rural educational institution, counselors for the language, philosophy, math, social, biology and physics classes, and English. The results indicated very weak levels in critical thinking skills such as inference, deduction, assumptions, interpretation and arguments, in the population under study. Likewise, the disarticulation between what is expressed in institutional documents and the pedagogical practices of teachers, who still remain anchored in transmissionist practices. It is concluded that the school is the one who should promote and generate strategies that encourage the development of critical thinking skills that resignify integral education from and for the human being in such a way that it can respond to the challenges of the globalized world.