Las destrezas de pensamiento y las calificaciones escolares en educación secundaria : validación de un instrumento de evaluación libre de cultura.
| dc.contributor.author | Manassero-Mas, Maria Antonia | spa |
| dc.contributor.author | Vázquez-Alonso, Ángel | spa |
| dc.date.accessioned | 2021-08-02T16:54:52Z | |
| dc.date.available | 2021-08-02T16:54:52Z | |
| dc.date.issued | 2020-07-01 | |
| dc.description.abstract | Los estudios sobre pensamiento crítico se han centrado y preocupado más por crear programas de enseñanza que evaluar el impacto de los programas y, por ello, este artículo de investigación plantea la evaluación de las destrezas de pensamiento de estudiantes españoles al final de la educación secundaria (15-16 años), su relación con las calificaciones del aprendizaje y la validación del instrumento de evaluación. Este se plantea como un instrumento libre de cultura, con un componente figurativo importante y cuyo propósito es evaluar cuatro destrezas: deducción, asunciones, secuenciación y toma de decisiones. Los resultados permiten un diagnóstico de las destrezas de los estudiantes, así como resaltan el hallazgo más importante: la correlación significativa entre las calificaciones escolares de los estudiantes y las puntuaciones de las destrezas de pensamiento, que tienden a ser más altas en las asignaturas matemáticas y científicas. Los resultados psicométricos de validez y fiabilidad son buenos para las cuestiones figurativas y más bajos para las cuestiones verbales, a pesar de que estas últimas se extrajeron de instrumentos estandarizados de evaluación de pensamiento crítico construidos por otros autores. Finalmente, se discute la importancia de los resultados para la educación, puesto que confirman la relevancia transversal que pueden tener las destrezas de pensamiento para los aprendizajes escolares, y se propone revisar algunas cuestiones del instrumento de evaluación para mejorar su validez y fiabilidad. | spa |
| dc.description.abstractenglish | Both the focus and concern of critical thinking have been placed upon the development of teaching programs rather than upon evaluating the impact of the programs; therefore, this research article study aims at the evaluation of the thinking skills of Spanish students at the end of secondary education (15-16 years), its relationship with learning grades and the validation of the assessment instrument. The latter is planned as a culture-free instrument with an important figurative component, and is de-signed to evaluate four skills: deduction, assumptions, sequencing and decision making. The results facilitate a diagnosis of students’ skills, and they highlight the most important finding —the significant and high correlation between the students’ school grades and the thinking skills scores, which tend to be higher in mathematical and scientific subjects. The psychometric results on the instrument validity and reliability are good for figurative issues and lower for verbal issues, in spite of the fact that the latter are drawn from standardized critical thinking assessment instruments constructed by other authors. Finally, the importance of the results for education is discussed —as they confirm the cross-cutting relevance that thinking skills might have for school learning— and some issues related to the assessment instrument are pondered in order to improve its validity and reliability. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.format.mimetype | text/xml | spa |
| dc.identifier | https://revistas.upn.edu.co/index.php/TED/article/view/12375 | |
| dc.identifier | 10.17227/ted.num48-12375 | |
| dc.identifier.issn | 2323-0126 | |
| dc.identifier.issn | 2665-3184 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/16268 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/12375/8931 | |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/12375/9471 | |
| dc.relation.references | Ananiadou, K. y Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in oecd Countries. oecd Educa-tion Working Papers, 41. https://doi.org/10.1787/19939019 | eng |
| dc.relation.references | Colom, R., García, F., Magro, C. y Morilla, E. (2014). The Longterm Impact of Philo-sophy for Children: A Longitudinal Study (Preliminary Results). Analytic Teaching and Philosophical Praxis, 35(1), 50-55. https://journal.viterbo.edu/index.php/atpp/article/view/1129 | eng |
| dc.relation.references | European Union (2014). Key Competence Development in School Education in Europe: KeyCoNet’s review of the lite-rature. A summary. http://keyconet.eun.org/c/document_library/get_file?uui-d=3a7a093c-4c8f-473c-8702-f38ed86b-b730&groupId=11028 | eng |
| dc.relation.references | Ennis, R. H. y Millman, J. (2005). Cornell Critical Thinking Test, Level x. The Critical Thinking Company. | eng |
| dc.relation.references | Facione, P. A. (1998). Insight Assessment. https://www.insightassessment.com/article/delphi-consensus-report-executive-summary-pdf | eng |
| dc.relation.references | Fisher, A. (2009). Critical Thinking: An Introduction. Cambridge University Press. | eng |
| dc.relation.references | Follmann, D., Mattos, K. R. C., y Güllich, R. I. da C. (2018). Estratégias de Ensino de Ciências e a Promoção de Pensamento Crítico em Portugal. Tecné, Episteme y Didaxis: ted, (extraordin). https://revistas.pedagogica.edu.co/index.php/TED/article/view/8789 | por |
| dc.relation.references | Ford C. L. y Yore, L. D. (2014). Toward Convergence of Critical Thinking, Metacog-nition, and Reflection: Illustrations from Natural and Social Sciences, Teacher Edu-cation, and Classroom Practice. En A. Zohar y Y. J. Dori (eds.), Metacognition in Science Education (pp. 251-271). Springer. | eng |
| dc.relation.references | Fullan, M. y Scott, G. (2014). Education Plus. Collaborative Impact spc. | eng |
| dc.relation.references | Halpern, D. F. (2010). Halpern Critical Thinking Assessment. schuhfried. | eng |
| dc.relation.references | Hattie, J. (2009). Visible learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. Routledge. | eng |
| dc.relation.references | Hattie, J. (2012). Visible learning for teachers: Maximizing Impact on Learning. Routledge. | eng |
| dc.relation.references | International Society for Technology Education. (2003). National Educational Tech-nology Standards for Teachers: Preparing Teachers to Use Technology. Eugene, Oregon: International Society for Technology Education. | eng |
| dc.relation.references | Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy. Theory into Practice, 41(4), 212-218. https://www.depauw.edu/files/resources/krathwohl.pdf | eng |
| dc.relation.references | Madison, J. (2004). James Madison Critical Thinking Course. The Critical Thinking Co. | eng |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.creativecommons | Attribution-NonCommercial 4.0 International | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
| dc.source | Tecné, Episteme y Didaxis: TED; Núm. 48 (2020): jul-dic | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; No. 48 (2020): jul-dic | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; n. 48 (2020): jul-dic | spa |
| dc.subject | Pensamiento crítico | spa |
| dc.subject | Evaluación de destrezas | spa |
| dc.subject | Aprendizaje competencial | spa |
| dc.subject | Calificaciones escolares | spa |
| dc.subject | Validez | spa |
| dc.subject | Fiabilidad | spa |
| dc.subject.keywords | Critical thinking | eng |
| dc.subject.keywords | skill assessment | eng |
| dc.subject.keywords | Competence learning | eng |
| dc.subject.keywords | School grades | eng |
| dc.subject.keywords | Validity | eng |
| dc.subject.keywords | Reliability | eng |
| dc.title | Las destrezas de pensamiento y las calificaciones escolares en educación secundaria : validación de un instrumento de evaluación libre de cultura. | spa |
| dc.title.translated | Thinking skills and school grades in secondary education: validation of a culture-free assessment instrument. | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
| dc.type.driver | info:eu-repo/semantics/article | eng |
| dc.type.local | Artículo de revista | spa |
| dc.type.version | info:eu-repo/semantics/publishedVersion |