Estrategias de enseñanza y aprendizaje
Vol. 3 No. 2 (2024)
Published
2024-02-27
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Teaching and learning strategies that promote critical thinking in students of the School of Education Sciences of the UNAD in Valledupar

DOI: https://doi.org/10.22490/28057597.6763
Section
Artículo de investigación científica y tecnológica
Carlos Augusto Acosta Calderon
Doris Magaly Colina Sánchez
Margarita Rosa Eguis Badillo

The purpose was to analyze the teaching and learning strategies that promote critical thinking in the students of the School of Education Sciences of the UNAD in Valledupar, with a qualitative-descriptive approach. The sources were the Syllabus and the Learning Guides of the different courses of the undergraduate programs for the period 16-04/2021 of the mentioned school. The development was by moments: 1: bibliographic review, 2: review of the Syllabus and the Learning Guides, 3: comparison and classification of strategies in subcategories and, 4: the findings were interpreted, analyzed and discussed. As results: 5 Learning Strategies were identified, of which Problem Based Learning (PBL) is the one most used by the courses of the different undergraduate programs. The Teaching Strategies were grouped into 13, the most used being: graphic organizers, product design and open-ended questionnaires. The cognitive skills that are promoted with the proposed teaching strategies are very much associated with higher order thinking levels. Concluding that, in Colombia the ability to think critically has been lost and teachers have forgotten to teach their students this skill.

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