Teste de pensamento crítico para estudantes dos ensinos básico e secundário

• Lopes, José ^[1] ; Silva, Helena ^[1] ; Morais, Eva ^[1]
  1. [1] Universidade de Trás-os-Montes e Alto Douro

     Universidade de Trás-os-Montes e Alto Douro

     Vila Real (São Pedro), Portugal

     
• Localización: Revista de estudios e investigación en psicología y educación, ISSN-e 2386-7418, Vol. 5, Nº. 2, 2018, págs. 82-91
• Idioma: portugués
• DOI: 10.17979/reipe.2018.5.2.3339
• Títulos paralelos:
  • Critical thinking test for elementary and secondary students
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • português

    A importância que o pensamento crítico tem na educação é apoiada por inúmeros trabalhos de investigação desde há décadas. Não existindo um teste de avaliação do pensamento crítico pensado e construído de raíz para ser utilizado em Portugal, o foco deste artigo é a apresentação de um teste de pensamento crítico (TPC) para adolescentes portugueses. Apresentamos o estudo exploratório de validação deste instrumento, administrado a 128 estudantes de ambos os sexos, com idades entre os 12 e os 19 anos, a frequentar escolas dos ensinos básico e secundário de estatuto socioeconómico baixo e alto. Estimou-se a validade de construto do instrumento constituído por nove itens mediante uma Análise Fatorial Exploratória (AFE), para avaliar a multidimensionalidade do TPC, verificando-se a existência de três fatores: Criação, argumentação e explicação, explicando 70.07% da variância total. Foram encontradas diferenças significativas entre os anos de escolaridade e entre as escolas. Os resultados sugerem que o desenvolvimento de competências de pensamento crítico tem relação com o ano de escolaridade e o estatuto socioeconómico dos estudantes.

  • English

    The importance of critical thinking in education is supported by numerous researches for decades. In the absence of a critical thinking test (CTT) designed to be used in Portugal, the focus of this paper is the presentation of a critical thinking test for Portuguese adolescents. We present the exploratory validation study of this instrument, administered to 128 students, aged 12 to 19, attending elementary and secondary schools of low and high socioeconomic status. The construct validity of the nine-item instrument was estimated using an Exploratory Factorial Analysis (AFE), to evaluate the multidimensionality of the CTT. There were three factors: creation, argumentation and explanation, explaining 70.07% of the total variance .We found significant differences between grades and schools. The results suggest that the development of critical thinking skills is related to the grade and students’ socioeconomic status. 

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