Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex
The content of this text is a product of the research entitled Implementation of a didactic program based on the LASRED model and hybrid learning, aimed at developing critical thinking skills in students of the Corporación Universitaria del Caribe, has the phases of diagnosis, design, implementation...
- Autores:
-
Rodríguez Sandoval, Marco Tulio
Bernal Oviedo, Giany
Perez Peñaranda, Vanessa
Flores de Albis, Lidia
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universitaria del Caribe - CECAR
- Repositorio:
- Repositorio Digital CECAR
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cecar.edu.co:cecar/10986
- Acceso en línea:
- https://repositorio.cecar.edu.co/handle/cecar/10986
- Palabra clave:
- Cognitive develpmen
Critical thinkers
Didactic strategies
University context
- Rights
- openAccess
- License
- Derechos Reservados. Corporación Universitaria del Caribe – CECAR
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Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex |
| title |
Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex |
| spellingShingle |
Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex Cognitive develpmen Critical thinkers Didactic strategies University context |
| title_short |
Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex |
| title_full |
Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex |
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Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex |
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Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex |
| title_sort |
Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University Contex |
| dc.creator.fl_str_mv |
Rodríguez Sandoval, Marco Tulio Bernal Oviedo, Giany Perez Peñaranda, Vanessa Flores de Albis, Lidia |
| dc.contributor.author.none.fl_str_mv |
Rodríguez Sandoval, Marco Tulio Bernal Oviedo, Giany Perez Peñaranda, Vanessa Flores de Albis, Lidia |
| dc.contributor.researchgroup.none.fl_str_mv |
RED DE DOCENTES INVESTIGADORES EN EL AULA, REDINA |
| dc.subject.proposal.eng.fl_str_mv |
Cognitive develpmen Critical thinkers Didactic strategies University context |
| topic |
Cognitive develpmen Critical thinkers Didactic strategies University context |
| description |
The content of this text is a product of the research entitled Implementation of a didactic program based on the LASRED model and hybrid learning, aimed at developing critical thinking skills in students of the Corporación Universitaria del Caribe, has the phases of diagnosis, design, implementation and evaluation of a didactic strategy aimed at intervening the reality found. Following this process, a diagnosis was made with the first semester students of 2023, finding heterogeneity in the sociodemographic and cultural factors, with certain homogeneity in the global performances below the national average, shown in the Saber 11 test, specifically in areas as important as Critical Reading, Quantitative Reasoning and Natural Sciences. According to the analysiscarried out, students entering the Institution should not only be attended to in cognitive and cognitive leveling processes, but the socioemotional dimension should also be addressed, considering the origin of the students and the historical events they have lived through their communities that have strongly marked their visions and expectations. This demands an adjustment in the meso-and micro-curricular sections of the institutional educational project, attending to the psychological restoration processes demanded by theidentified weakness and promoting a dialogue of knowledge among the different courses that are part of the university's academic programs, reflecting on the learning outcomes, seeking to improve interdisciplinary integration, use emerging technological resources to facilitate learning and train teachers in the pedagogical approach, didactic strategies required and in the evaluation demanded by the formation of a critical thinker, without the need to create new courses, only attending to the generic and transversal nature of critical thinking. |
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Volumen 21 |
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MIGRATION LETTERS |
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Betancourth-Zambrano, S., Tabares-Dáz, Y., Y Martínez-Daza, V., 2021. Desarrollo del pensamiento crítico a través del debate crítico: una mirada cualitativa. Revista Interamericana de Investigación, Educación y Pedagogía, vol. 14, núm. 2, 2021. Universidad Santo Tomás Bourdieu, P. (2005). “Capital cultural, escuela y Espacio Social”. Ed. Siglo veintiuno. Argentina. Bourdieu, P. (2006). “La distinción. Criterio y bases sociales del gusto”. Ed. Taurus. Bogotá. D.C Cassany, D. (2006). Tras las líneas, sobre la lectura contemporánea. Barcelona: Anagrama Craft, S., Ashley, S., & Maksl, A. (2017). News media literacy and conspiracy theory endorsement. Communication and the Public, 2, 388-401https://doi.org/10.1177/2057047317725539 DANE (2022), Departamento administrativo de estadística nacional. Disponible en: https://www.dane.gov.co/index.php/sistema-estadistico-nacional-sen Drochon, H. (2018). Who believes in conspiracy theories in Great Britain and Europe? In J. E. Uscinski (Ed.), Conspiracy theories and the people who believe them (pp. 337-346). Oxford University Press Facione, P.A (2007) Pensamiento crítico, ¿Qué es? ¿Por qué es tan importante? 1–22. Eduteka, http://www.eduteka.org/PensamientoCriticoFacione.php Facione, P. A. (1992). Actualización 2007 Pensamiento Crítico: ¿Qué es y por qué es importante? Gamboa Suárez, AA, Muñoz García, PA, & Vargas Minorta, L. (2016). Literacidad: Nuevas Posibilidades Socioculturales Y Pedagógicas para la Escuela. Revista Latinoamericana de Estudios Educativos (Colombia) , 12 (1), 53-70 Gómez-Rodríguez, J. & Mosquera-Mosquera, C., (2023). Sobre la necesidad de investigar las estrategias de lectura y escritura que profesores de lengua castellana llevan a cabo en zonas de postconflicto: Una deuda de la academia. [On the need to investigate the reading and writing strategies that Spanish Language teachers carry out in post-conflict areas: a debt of the academy]Jangwa Pana,22(3) doi:https://doi.org/10.21676/16574923.4789 González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., y Estévez Blanco, I. (2018). Ecologías de aprendizaje en la Era digital: desafíos para la educación superior. Publicaciones, 48(1), 25–45. doi:10.30827/publicaciones.v48i1.7329 ICFES (2018, 2019, 2020, 2021, 2022), Insitituto colombiano para el fomento de la educación superior. Disponible en: https://www.icfes.gov.co/web/guest/valor-agregado-y-aporte-relativo Jeong, S.H., Cho, H., & Hwang, Y. (2012). Media literacy interventions: A meta-analytic review. Journal of Communication, 62(3), 454-472.https://doi.org/10.1111/j.1460-2466.2012.01643.x Lau, Jesús (2007). Directrices sobre desarrollo de habilidades informativas para el aprendizaje. México D.F.:IFLA, 2007 López-Yepes, J. El desarrollo de habilidades informativas y de creación de nuevo conocimiento: los conceptos de literacidad informativa (alfabetización informacional) y literacidad crítica. // Ibersid. 13:1 (en.-jun. 2019) 29-36. ISSN 1888-0967 Mackay-Castro, R., Franco Cortazar, D. E., & Villacis Pérez, P. W. (2018). El pensamiento crítico aplicado a la investigación. Universidad y Sociedad, 10 Martínez, M., Gaviria, J. & Morera, M. (2009). Concepto y evolución de los modelos de valor añadido en educación. Revista de educación, ISSN 0034-8082, Nº 348, 2009 (Ejemplar dedicado a: El valor añadido en educación), pp. 15-46 Oliver, J., & Wood, T. (2014). Conspiracy theories and the paranoid style(s) of mass opinion. American Journal of Political Science, 58(4), 952-966https://doi.org/10.1111/ajps.12084 Rodríguez-Sandoval, M. & Vílchez-Pirela, R. (2017). “Valor agregado como indicador de calidad en programas académicos universitarios utilizando resultados de pruebas censales”. Revista Academia y Virtualidad, 10, (1), 42-55 Rodríguez Sandoval, M. T. (2021). Design and validation of an instrument to assess a didactic sequence directed to promote the development of critical thinking.Turkish Journal of Computer and Mathematics Education (TURCOMAT),12(4), 300-309.https://turcomat.org/index.php/turkbilmat/article/view/508 Rodriguez-Sandoval, M., Bernal Oviedo, G., Rodriguez-Torres, M. (2022). From preconceptions to concept: The basis of a didactic model designed to promote the development of critical thinking, International Journal of Educational Research Open, Volume 3, 2022, 100207, ISSN 2666-3740https://doi.org/10.1016/j.ijedro.2022.100207https://www.sciencedirect.com/science/article/pii/S2666374022000838 Saiz, C. (2008). Evaluación en pensamiento crítico: una propuesta para diferenciar formas de pensar. Disponible en: https://cdigital.uv.mx/bitstream/handle/123456789/38320/2008222325-66.pdf?sequence=2 Samuel-Azran, T., & Hayat, T. (2019). Online news recommendations credibility: The tie is mightier than the source. [La credibilidad de las noticias digitales: El vínculo es más impactante que la fuente]. Comunicar, 60, 71-80https://doi.org/10.3916/C60-2019-07 Stenhouse, L. (1996).La investigación como base de la enseñanza. Tercera Edición. Editorial Morata. España. Van Prooijen, J., Douglas, K., & De-Inocencio, C. (2018). Connecting the dots: Illusory pattern perception predicts belief in conspiracies and the supernatural. European Journal of Social Psychology, 48(3), 320-335https://doi.org/10.1002/ejsp.233 Zapata-Esteves, M. A., & Hugo Vidal Centurión Cárdenas. (2023). Incidencia e impacto del modelo educativo en alternancia en las comunidades indígenas amazónicas del Perú.Revista Electrónica De Investigación y Evaluación Educativa,29(1) doi: https://doi.org/10.30827/relieve.v29i1.25353 |
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Rodríguez Sandoval, Marco TulioBernal Oviedo, GianyPerez Peñaranda, VanessaFlores de Albis, LidiaRED DE DOCENTES INVESTIGADORES EN EL AULA, REDINA2025-09-26T14:57:55Z20241741-8984https://repositorio.cecar.edu.co/handle/cecar/109861741-8992The content of this text is a product of the research entitled Implementation of a didactic program based on the LASRED model and hybrid learning, aimed at developing critical thinking skills in students of the Corporación Universitaria del Caribe, has the phases of diagnosis, design, implementation and evaluation of a didactic strategy aimed at intervening the reality found. Following this process, a diagnosis was made with the first semester students of 2023, finding heterogeneity in the sociodemographic and cultural factors, with certain homogeneity in the global performances below the national average, shown in the Saber 11 test, specifically in areas as important as Critical Reading, Quantitative Reasoning and Natural Sciences. According to the analysiscarried out, students entering the Institution should not only be attended to in cognitive and cognitive leveling processes, but the socioemotional dimension should also be addressed, considering the origin of the students and the historical events they have lived through their communities that have strongly marked their visions and expectations. This demands an adjustment in the meso-and micro-curricular sections of the institutional educational project, attending to the psychological restoration processes demanded by theidentified weakness and promoting a dialogue of knowledge among the different courses that are part of the university's academic programs, reflecting on the learning outcomes, seeking to improve interdisciplinary integration, use emerging technological resources to facilitate learning and train teachers in the pedagogical approach, didactic strategies required and in the evaluation demanded by the formation of a critical thinker, without the need to create new courses, only attending to the generic and transversal nature of critical thinking.Educación para el desarrollo social Investigación en el aula Medición y evaluación de procesos académicos 18 páginasapplication/pdfengDerechos Reservados. Corporación Universitaria del Caribe – CECARhttps://creativecommons.org/licenses/by-nc/4.0/Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Initial Cognitive Development That Supports The Critical Thinker’s Formation In The University ContexArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Colombia3194302Volumen 21MIGRATION LETTERSBetancourth-Zambrano, S., Tabares-Dáz, Y., Y Martínez-Daza, V., 2021. Desarrollo del pensamiento crítico a través del debate crítico: una mirada cualitativa. Revista Interamericana de Investigación, Educación y Pedagogía, vol. 14, núm. 2, 2021. Universidad Santo TomásBourdieu, P. (2005). “Capital cultural, escuela y Espacio Social”. Ed. Siglo veintiuno. Argentina.Bourdieu, P. (2006). “La distinción. Criterio y bases sociales del gusto”. Ed. Taurus. Bogotá. D.CCassany, D. (2006). Tras las líneas, sobre la lectura contemporánea. Barcelona: AnagramaCraft, S., Ashley, S., & Maksl, A. (2017). News media literacy and conspiracy theory endorsement. Communication and the Public, 2, 388-401https://doi.org/10.1177/2057047317725539DANE (2022), Departamento administrativo de estadística nacional. Disponible en: https://www.dane.gov.co/index.php/sistema-estadistico-nacional-senDrochon, H. (2018). Who believes in conspiracy theories in Great Britain and Europe? In J. E. Uscinski (Ed.), Conspiracy theories and the people who believe them (pp. 337-346). Oxford University PressFacione, P.A (2007) Pensamiento crítico, ¿Qué es? ¿Por qué es tan importante? 1–22. Eduteka, http://www.eduteka.org/PensamientoCriticoFacione.phpFacione, P. A. (1992). Actualización 2007 Pensamiento Crítico: ¿Qué es y por qué es importante?Gamboa Suárez, AA, Muñoz García, PA, & Vargas Minorta, L. (2016). Literacidad: Nuevas Posibilidades Socioculturales Y Pedagógicas para la Escuela. Revista Latinoamericana de Estudios Educativos (Colombia) , 12 (1), 53-70Gómez-Rodríguez, J. & Mosquera-Mosquera, C., (2023). Sobre la necesidad de investigar las estrategias de lectura y escritura que profesores de lengua castellana llevan a cabo en zonas de postconflicto: Una deuda de la academia. [On the need to investigate the reading and writing strategies that Spanish Language teachers carry out in post-conflict areas: a debt of the academy]Jangwa Pana,22(3) doi:https://doi.org/10.21676/16574923.4789González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., y Estévez Blanco, I. (2018). Ecologías de aprendizaje en la Era digital: desafíos para la educación superior. Publicaciones, 48(1), 25–45. doi:10.30827/publicaciones.v48i1.7329ICFES (2018, 2019, 2020, 2021, 2022), Insitituto colombiano para el fomento de la educación superior. Disponible en: https://www.icfes.gov.co/web/guest/valor-agregado-y-aporte-relativoJeong, S.H., Cho, H., & Hwang, Y. (2012). Media literacy interventions: A meta-analytic review. Journal of Communication, 62(3), 454-472.https://doi.org/10.1111/j.1460-2466.2012.01643.xLau, Jesús (2007). Directrices sobre desarrollo de habilidades informativas para el aprendizaje. México D.F.:IFLA, 2007López-Yepes, J. El desarrollo de habilidades informativas y de creación de nuevo conocimiento: los conceptos de literacidad informativa (alfabetización informacional) y literacidad crítica. // Ibersid. 13:1 (en.-jun. 2019) 29-36. ISSN 1888-0967Mackay-Castro, R., Franco Cortazar, D. E., & Villacis Pérez, P. W. (2018). El pensamiento crítico aplicado a la investigación. Universidad y Sociedad, 10Martínez, M., Gaviria, J. & Morera, M. (2009). Concepto y evolución de los modelos de valor añadido en educación. Revista de educación, ISSN 0034-8082, Nº 348, 2009 (Ejemplar dedicado a: El valor añadido en educación), pp. 15-46Oliver, J., & Wood, T. (2014). Conspiracy theories and the paranoid style(s) of mass opinion. American Journal of Political Science, 58(4), 952-966https://doi.org/10.1111/ajps.12084Rodríguez-Sandoval, M. & Vílchez-Pirela, R. (2017). “Valor agregado como indicador de calidad en programas académicos universitarios utilizando resultados de pruebas censales”. Revista Academia y Virtualidad, 10, (1), 42-55Rodríguez Sandoval, M. T. (2021). Design and validation of an instrument to assess a didactic sequence directed to promote the development of critical thinking.Turkish Journal of Computer and Mathematics Education (TURCOMAT),12(4), 300-309.https://turcomat.org/index.php/turkbilmat/article/view/508Rodriguez-Sandoval, M., Bernal Oviedo, G., Rodriguez-Torres, M. (2022). From preconceptions to concept: The basis of a didactic model designed to promote the development of critical thinking, International Journal of Educational Research Open, Volume 3, 2022, 100207, ISSN 2666-3740https://doi.org/10.1016/j.ijedro.2022.100207https://www.sciencedirect.com/science/article/pii/S2666374022000838Saiz, C. (2008). Evaluación en pensamiento crítico: una propuesta para diferenciar formas de pensar. Disponible en: https://cdigital.uv.mx/bitstream/handle/123456789/38320/2008222325-66.pdf?sequence=2Samuel-Azran, T., & Hayat, T. (2019). Online news recommendations credibility: The tie is mightier than the source. [La credibilidad de las noticias digitales: El vínculo es más impactante que la fuente]. Comunicar, 60, 71-80https://doi.org/10.3916/C60-2019-07Stenhouse, L. (1996).La investigación como base de la enseñanza. Tercera Edición. Editorial Morata. España.Van Prooijen, J., Douglas, K., & De-Inocencio, C. (2018). Connecting the dots: Illusory pattern perception predicts belief in conspiracies and the supernatural. European Journal of Social Psychology, 48(3), 320-335https://doi.org/10.1002/ejsp.233Zapata-Esteves, M. A., & Hugo Vidal Centurión Cárdenas. (2023). Incidencia e impacto del modelo educativo en alternancia en las comunidades indígenas amazónicas del Perú.Revista Electrónica De Investigación y Evaluación Educativa,29(1) doi: https://doi.org/10.30827/relieve.v29i1.25353Cognitive develpmenCritical thinkersDidactic strategiesUniversity contextPublicationORIGINALmleditor,+VOL+21+-+S4+-+23.pdfmleditor,+VOL+21+-+S4+-+23.pdfapplication/pdf438963https://repositorio.cecar.edu.co/bitstreams/5563661e-4f9f-40ed-abec-d8cf52d96dcf/download3271cabde497f1651706dfa55fb6ed41MD51trueAnonymousREADLICENSElicense.txtlicense.txttext/plain; charset=utf-814837https://repositorio.cecar.edu.co/bitstreams/766314f7-90b0-4f8b-bcf8-3aa3f7de5856/downloadb76e7a76e24cf2f94b3ce0ae5ed275d0MD52falseAnonymousREADTEXTmleditor,+VOL+21+-+S4+-+23.pdf.txtmleditor,+VOL+21+-+S4+-+23.pdf.txtExtracted texttext/plain59882https://repositorio.cecar.edu.co/bitstreams/10a96ca8-622e-4f95-a886-58646c074d49/downloadf4524a325b102b53671f45dc5a0fca40MD53falseAnonymousREADTHUMBNAILmleditor,+VOL+21+-+S4+-+23.pdf.jpgmleditor,+VOL+21+-+S4+-+23.pdf.jpgGenerated Thumbnailimage/jpeg13911https://repositorio.cecar.edu.co/bitstreams/acd37d5a-0453-4733-bf09-3f319d04aed9/download8dd290d00e037a15d7b64f839f5e3e97MD54falseAnonymousREADcecar/10986oai:repositorio.cecar.edu.co:cecar/109862025-09-27 03:00:11.949https://creativecommons.org/licenses/by-nc/4.0/Derechos Reservados. Corporación Universitaria del Caribe – CECARopen.accesshttps://repositorio.cecar.edu.coRepositorio Digital de la Corporación Universitaria Del Caribe 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