dc.contributor.author | Loaiza Zuluaga, Yasaldez Eder | spa |
dc.contributor.author | Gil Duque, Gloria Matilde | spa |
dc.contributor.author | David Narváez, Fabián Andrés | spa |
dc.date.accessioned | 2020-07-01 00:00:00 | |
dc.date.available | 2020-07-01 00:00:00 | |
dc.date.issued | 2020-07-01 | |
dc.identifier.issn | 1900-9895 | |
dc.identifier.uri | https://doi.org/10.17151/rlee.2020.16.2.13 | |
dc.description.abstract | El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico. Además, se utilizó una metodología mixta, comenzando con la aplicación de la prueba de lectura, el análisis de datos sobre cómo los estudiantes infieren, interpretan y analizan el contenido de un texto antes de comenzar un curso comunicativo. La propuesta se adapta a partir de la información de variables obtenidas. Una de las conclusiones muestra que el perfil profesional es un factor determinante en el resultado y que la motivación y el interés son sobresalientes en el proceso de lectura y escritura. Del mismo modo, enseñar a los estudiantes cómo evaluar sus propios procesos y ayudar a los maestros a incluir lecturas críticas en sus planes de estudio ayudará a desarrollar habilidades efectivas asociadas con el pensamiento crítico. El objetivo general del proyecto de investigación es fortalecer el Pensamiento Crítico y la capacidad argumentativa de los estudiantes de las Facultades de Administración; Ciencias de la Salud; Ingeniería y arquitectura; Ciencias sociales, humanidades y teología a través de estrategias de lectura y escritura. Se utilizó una metodología mixta donde los investigadores diseñaron y evaluaron 2 textos de lectura crítica. Cada texto tiene 10 preguntas organizadas en 3 niveles de lectura (literal, inferir y crítico). Luego 158 estudiantes tomaron el examen y finalmente se obtuvieron datos de diferentes variables. Como resultado, es sorprendente que, de acuerdo con el perfil profesional, algunas carreras serán más argumentativas que otras. Algunas conclusiones evidencian la falta de pensamiento crítico entre los estudiantes. | spa |
dc.description.abstract | The study shows a proposal on specific diagnosis of critical thinking skills in higher education students according to literal, inferential and critical reading levels. A literature review on Critical thinking was done to support concepts. This proposal is adapted from the variables of the information obtained. One of the conclusions shows that the career profile is a determining factor in the result and that motivation and interest are outstanding in the reading and writing processes. Teaching students to evaluate their own processes and helping teachers to include critical readings in their curricula will help to develop effective skills associated with critical thinking. The general objective of the research project is to strengthen Critical Thinking and the argumentative capacity of the students of the schools of Administration, Health Sciences, Engineering and Architecture, Social Sciences, Humanities and Theology through strategies of reading and writing. A mixed methodology was used; the researches designed and administered 2 critical reading texts, each with 10 questions and organized in 3 reading levels (literal,inferential and critical), to 158 students; then, a data analysis on how students infer, interpret and analyze text content before they start a communicative course was done. The results show that according to the professional profile, some students are more argumentative that others and that students lack Critical Thinking skills. | eng |
dc.format.mimetype | application/pdf | eng |
dc.language.iso | eng | eng |
dc.publisher | Universidad de Caldas | spa |
dc.rights | Derechos de autor 2020 Latinoamericana de Estudios Educativos | eng |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | eng |
dc.source | https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/2595 | eng |
dc.subject | Critical thinking | eng |
dc.subject | Reading levels | eng |
dc.subject | Critical reading | eng |
dc.subject | ICFES | eng |
dc.subject | Nacional Ministry of Education | eng |
dc.subject | Critical thinking | spa |
dc.subject | eading levels | spa |
dc.subject | Critical reading | spa |
dc.subject | ICFES | spa |
dc.subject | Nacional Ministry of Education | spa |
dc.title | A study of critical thinking in higher education students | spa |
dc.type | Artículo de revista | spa |
dc.type | Sección Artículos | spa |
dc.type | Journal Article | eng |
dc.identifier.doi | 10.17151/rlee.2020.16.2.13 | |
dc.identifier.eissn | 2500-5324 | |
dc.relation.citationendpage | 279 | |
dc.relation.citationissue | 2 | spa |
dc.relation.citationstartpage | 256 | |
dc.relation.citationvolume | 16 | spa |
dc.relation.ispartofjournal | Latinoamericana de Estudios Educativos | spa |
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dc.rights.accessrights | info:eu-repo/semantics/openAccess | eng |
dc.title.translated | A study of critical thinking in higher education students | eng |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
dc.type.content | Text | eng |
dc.type.driver | info:eu-repo/semantics/article | eng |
dc.type.version | info:eu-repo/semantics/publishedVersion | eng |
dc.relation.citationedition | Núm. 2 , Año 2020 : Julio - Diciembre | spa |
dc.relation.bitstream | https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/2595/2399 | |
dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | eng |
dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | eng |