Estudio de la competencia del pensamiento crítico: análisis del concepto y trascendencia en el mundo educativo y laboral

Marta Abanades Sánchez

doi:10.31637/epsir-2024-1078

Authors

Marta Abanades Sánchez European University of Madrid https://orcid.org/0000-0002-4303-6332

DOI:

https://doi.org/10.31637/epsir-2024-1078

Keywords:

critical thinking, competencies, higher education, teachers, students, classroom, social and communication skills, methodology

Abstract

Introduction: Since the introduction of competencies in the higher education space, there has been much controversy regarding which were the most relevant, as well as the ability and possibility of implementing them within the classroom. In this study we have revealed the competence of critical thinking. Even knowing the importance of teachers transmitting skills in the classroom, it is necessary to review those that can have an impact on the student's different environments. Our main objective is to analyze whether students currently understand what critical thinking means and will also have to assess its importance in the professional world. Methodology: The methodology used has been qualitative, carrying out a literature review and subsequently using a questionnaire as an instrument where students will have to explain it. Results: In the analysis of results, the self-perception and knowledge they have of the critical thinking competence are evident, in addition to exposing examples of when was the last time they put it into practice. Conclusions: we can affirm that knowing the meaning of said competence and reaffirming its importance in the educational and professional field, they require more opportunities to put it into practice.

Downloads

Download data is not yet available.

Author Biography

Marta Abanades Sánchez, European University of Madrid

Professor accredited in the figures of Hired Doctor and Professor of Private University. Approved six-year research period. Doctor in Education (Cum Laude) by the European University of Madrid. Degree in Psychopedagogy and Diploma in Social Education. She has several postgraduate programs: International Master in Professional and Executive Coach, Master in Human Resources and Master in Teacher Training. She teaches subjects such as social skills, management skills, competencies and leadership. She has held various positions as director of graduate programs, coordinator in subjects such as TFG and internships in the area of Education. She has collaborated in research projects and is currently PI of the internal project: “Ecologies of learning in the XXI Century. Social and technological competencies needed in the workplace”.

References

Abanades Sánchez, M. (2020). La crisis de salud, de bienestar emocional y de competencias para ser un buen docente. Revista de Comunicación y Salud, 10(2), 249-263. https://doi.org/10.35669/rcys.2020.10(2).249-263 DOI: https://doi.org/10.35669/rcys.2020.10(2).249-263

Abanades Sánchez, M. (2016). Nuevo perfil del docente en la educación superior: formación, competencias y emociones. Opción, 32(8), 17-37. https://www.redalyc.org/articulo.oa?id=31048481002

Alsina, J., Argila, A., Aróztegui, M., Arroyo, F. J., Badia, M., Carreras, A., ..., y Vila, B. (2013). Rúbricas para la evaluación de competencias. Ediciones Octaedro.

Benito Capa, Á., y Cruz Chust, A. (2005). Nuevas claves para la docencia universitaria en el Espacio Europeo de Educación Superior: en el espacio europeo de educación superior (10). Narcea Ediciones.

Bermúdez Mendieta, J. (2021). El aprendizaje basado en problemas para mejorar el pensamiento crítico: revisión sistemática. Innova Research Journal, 6(2), 77-89. https://doi.org/10.33890/innova.v6.n2.2021.1681 DOI: https://doi.org/10.33890/innova.v6.n2.2021.1681

Cangalaya Sevillano, L. M. (2020). Habilidades del pensamiento crítico en estudiantes universitarios a través de la investigación. Desde el Sur, 12(1), 141- 153. https://dx.doi.org/10.21142/des-1201-2020-0009 DOI: https://doi.org/10.21142/DES-1201-2020-0009

Deroncele-Acosta, A., Nagamine-Miyashiro, M., y Medina-Coronado, D. (2020). Desarrollo del pensamiento crítico: Array. Maestro y Sociedad, 17(3), 532–546. https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/5220

Ennis, R. H. (2008). Nationwide Testing of Critical Thinking for Higher Education: Vigilance Required. Teaching Philosophy, 31(1), 1-26, https://doi.org/10.5840/teachphil20083111 DOI: https://doi.org/10.5840/teachphil20083111

Fernández-Rivas, S., y Saiz Sánchez, C. (2012). Validación y propiedades psicométricas de la prueba de pensamiento crítico PENCRISAL. R.E.M.A. Revista electrónica de metodología Aplicada, 17(1), 18–34. https://doi.org/10.17811/rema.17.1.2012.18-34

Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39(2), 93–104. https://doi.org/10.1037/0003-066X.39.2.93 DOI: https://doi.org/10.1037//0003-066X.39.2.93

González, J., y Wagenaar, R. (Eds.) (2005). Tuning educational structures in Europe II. Universities contribution to the Bologna Process. University of Deusto. http://www.tuning.unideusto.org/tuningeu/index.php?option=com_docman&Itemi d=59&task=view_category&catid=19&order=dmdate_published&ascdesc=DESC

Guzmán Silva, S., y Sánchez Escobedo, P. (2006). Efectos de un programa de capacitación de profesores en el desarrollo de habilidades de pensamiento crítico en estudiantes universitarios en el Sureste de México. Revista electrónica de investigación educativa, 8(2), 1-17. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1607-40412006000200002&lng=es&tlng=es

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455. https://doi.org/10.1037/0003-066X.53.4.449 DOI: https://doi.org/10.1037/0003-066X.53.4.449

Halpern, D. F. (2010). Halpern Critical Thinking Assessment. Test System. https://doi.org/10.5840/inquiryct201328317 DOI: https://doi.org/10.5840/inquiryct201328317

Halpern, D.F. (2013). Thought and Knowledge: An Introduction to Critical Thinking (5th ed.). Psychology Press. https://doi.org/10.4324/9781315885278 DOI: https://doi.org/10.4324/9781315885278

López, G. (2013). Pensamiento crítico en el aula. Revista Docencia e Investigación, (22), 41-60.

López Padilla, R., Rodríguez Alegre, L., Ramos Pacheco, H., y Ramos Pacheco, R. L. (2022). Disposición al pensamiento crítico en estudiantes universitarios. Revista Venezolana de Gerencia, 27(98), 831-850. https://doi. org/10.52080/rvgluz.27.98.28 DOI: https://doi.org/10.52080/rvgluz.27.98.28

Marshall, C., y Rossman, G. B. (1999). Designing Qualitative Research. Thousand Oaks. Sage.

McMillan, J.H. (1987). Enhancing college students' critical thinking: A review of studies. Res High Educ 26, 3–29. https://doi.org/10.1007/BF00991931 DOI: https://doi.org/10.1007/BF00991931

Monroy, M. (1998). El pensamiento didáctico del profesor: Un estudio con profesores de ciencias histórico-sociales del Colegio de Bachilleres y del Colegio de Ciencias y Humanidades, tesis de maestría en Psicología educativa. Facultad de Psicología. UNAM.

Nickerson, R. S. (1988). Chapter 1: On Improving Thinking Through Instruction. Review of Research in Education, 15(1), 3-57. https://doi.org/10.3102/0091732X015001003 DOI: https://doi.org/10.3102/0091732X015001003

Nickerson, R.S., Perkins, D.N., y Smith, E.E. (1985). The Teaching of Thinking (1st ed.). Routledge. https://doi.org/10.4324/9781315792538 DOI: https://doi.org/10.4324/9781315792538

Perkins, D. N. (1985): Postprimary education has a little impact on informal reasoning, Journal of Educational Psychology, (77), 562-570. https://psycnet.apa.org/buy/1986-15696-001 DOI: https://doi.org/10.1037//0022-0663.77.5.562

Rigo Lemini, M. A., y Díaz Barriga, F. (2000). El análisis de la práctica educativa como instrumento de reflexión en un proceso de formación docente en el bachillerato. Evaluación de la docencia: perspectivas actuales (pp. 309-340). Editorial Paidós.

Saiz, C. y Rivas, S.F. (2008). Evaluación en pensamiento crítico: una propuesta para diferenciar formas de pensar. Ergo, Nueva Época. https://www.pensamiento-critico.com/archivos/evaluarpcergodf.pdf

Saiz, C. y Rivas, S.F. (2008): Intervenir para transferir en pensamiento crítico. Praxis, 10(13), 129-149. http://hdl.handle.net/10366/157500

Saiz, C., y Rivas, S. F. (2012): Validación y propiedades psicométricas de la prueba de pensamiento crítico PENCRISAL. Revista Electrónica de Metodología Aplicada, 17(1), 18-34. http://hdl.handle.net/10366/157532

Saiz, C., & Rivas, S. F. (2012). Evaluation of the Ardesos Programs: An Initiative to Improve Critical Thinking Skills. Journal of the Scholarship of Teaching and Learning, 11(2), 34–51. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1816