Habilidades de pensamiento crítico sobre contenidos históricos en alumnos de bachillerato
Fuente:
Redalyc
Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | Artículo científico |
| Langue: | en |
| Publié: |
Consejo Mexicano de Investigación Educativa, A.C.
2001
|
| Sujets: | |
| Accès en ligne: | |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| _version_ | 1876454265145262080 |
|---|---|
| author | Frida Díaz Barriga |
| author_facet | Frida Díaz Barriga |
| contents | Habilidades de pensamiento crítico sobre contenidos históricos en alumnos de bachillerato Frida Díaz Barriga Educación constructivism cognitive skills critical thinking teaching of History Based on two theoretical models of critical thinking skills (arguments evaluation and critical literacy) acase study research with three female teachers and six of their own Universal History groups with190 students, was conducted at two Campuses of CCH-UNAM high school system. The study had thefollowing main purposes: first, assessing students critical thinking skills before and after teachingepisodes related to the topic ?Imperialism, their origins and consecuences?, and second, helpingprofessors to analize and innovate their own practice by means of a constructivist teachereducation training program. The study was divided in two great phases: previous and subsecuent toteacher?s education training. Such training consisted in clinical interviews, critical reflection of theirown practice, class projects analysis and strategic teaching reviews. Students were tested (beforeand after each teaching episodes in the two phases) in relation to declarative knowledge andacquisition of critical thinking skills toward the topic mentioned. Data analysis (qualitative andstatistical) indicate that in the first didactic sequence (before teacher?s education training), studentslearned just declarative knowledge but not critical thinking skills. In contrast, in the second didacticsequence (after teacher?s education training) students improved in declarative knowledge in all thethree groups evaluated, but their performance continued at a low level in critical thinking becausejust one group improved significantly. A multiple regression analysis shows that studentsachievement level can be predicted in relation to the following main components: declarativeknowledge, critical thinking and teacher. 2001 artículo científico 1405-6666 https://www.redalyc.org/articulo.oa?id=14001308 en http://www.redalyc.org/revista.oa?id=140 Revista Mexicana de Investigación Educativa application/pdf Consejo Mexicano de Investigación Educativa, A.C. Revista Mexicana de Investigación Educativa (México) Num.13 Vol.6 |
| format | Artículo científico |
| id | redalyc_14001308 |
| institution | Redalyc |
| language | en |
| publishDate | 2001 |
| publisher | Consejo Mexicano de Investigación Educativa, A.C. |
| spellingShingle | Habilidades de pensamiento crítico sobre contenidos históricos en alumnos de bachillerato Frida Díaz Barriga Educación constructivism cognitive skills critical thinking teaching of History Habilidades de pensamiento crítico sobre contenidos históricos en alumnos de bachillerato Frida Díaz Barriga Educación constructivism cognitive skills critical thinking teaching of History Based on two theoretical models of critical thinking skills (arguments evaluation and critical literacy) acase study research with three female teachers and six of their own Universal History groups with190 students, was conducted at two Campuses of CCH-UNAM high school system. The study had thefollowing main purposes: first, assessing students critical thinking skills before and after teachingepisodes related to the topic ?Imperialism, their origins and consecuences?, and second, helpingprofessors to analize and innovate their own practice by means of a constructivist teachereducation training program. The study was divided in two great phases: previous and subsecuent toteacher?s education training. Such training consisted in clinical interviews, critical reflection of theirown practice, class projects analysis and strategic teaching reviews. Students were tested (beforeand after each teaching episodes in the two phases) in relation to declarative knowledge andacquisition of critical thinking skills toward the topic mentioned. Data analysis (qualitative andstatistical) indicate that in the first didactic sequence (before teacher?s education training), studentslearned just declarative knowledge but not critical thinking skills. In contrast, in the second didacticsequence (after teacher?s education training) students improved in declarative knowledge in all thethree groups evaluated, but their performance continued at a low level in critical thinking becausejust one group improved significantly. A multiple regression analysis shows that studentsachievement level can be predicted in relation to the following main components: declarativeknowledge, critical thinking and teacher. 2001 artículo científico 1405-6666 https://www.redalyc.org/articulo.oa?id=14001308 en http://www.redalyc.org/revista.oa?id=140 Revista Mexicana de Investigación Educativa application/pdf Consejo Mexicano de Investigación Educativa, A.C. Revista Mexicana de Investigación Educativa (México) Num.13 Vol.6 |
| title | Habilidades de pensamiento crítico sobre contenidos históricos en alumnos de bachillerato |
| topic | Educación constructivism cognitive skills critical thinking teaching of History |
| url | https://www.redalyc.org/articulo.oa?id=14001308 |