Evaluación de las destrezas del pensamiento crítico: un diagnóstico de los estudiantes de primaria

• Manassero-Mas, María Antonia ^[1] ; Vázquez-Alonso, Ángel ^[1]
  1. [1] Universitat de les Illes Balears

     Universitat de les Illes Balears

     Palma de Mallorca, España

     
• Localización: Revista Evaluar, ISSN-e 1667-4545, Vol. 23, Nº. 2, 2023, págs. 40-56
• Idioma: español
• DOI: 10.35670/1667-4545.v23.n2.42069
• Títulos paralelos:
  • Assessing Critical Thinking Skills: A Diagnosis of Elementary Students
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El pensamiento crítico (PC) es un objetivo central de la educación del siglo XXI, aunque su investigación carece de consenso y ha sido desigual, y limitada en temas de evaluación en la educación primaria. Estas debilidades justifican el objetivo de este estudio: evaluar el dominio de las destrezas de PC en estudiantes de primaria. La metodología cuantitativa evalúa seis destrezas de CT (predicción, razonamiento lógico, comparación, clasificación, toma de decisiones y resolución de problemas) a través de un test de 48 ítems (alfa = .85), en el que participaron 655 estudiantes de sexto grado (11 años). Los estudiantes exhiben un dominio general promedio de los ítems y destrezas del pensamiento crítico. Además, se presentan las estandarizaciones de los resultados de los test y el puntaje obtenido en los ítems. La comparación de PC entre niños y niñas indica que las niñas obtienen mejores puntuaciones que los niños en la mayoría de los ítems. Con el estudio se concluye que existe un dominio intermedio del PC, que es ampliamente mejor en niñas,y se discuten algunas implicaciones educativas.

  • English

    Critical thinking (CT) is a central aim of the 21st century education, although its research lacks consensus, has been unequal and lacking in primary evaluation issues and primary education. These weaknesses justify the aim of this study: evaluating primary students’ mastery of CT skills. The quantitative methodology diagnoses six CT skills (prediction, logical reasoning, comparison, classification, decision-making, and problem-solving) through a 48-item test, which 655 sixth-graders completed. The students display an average global mastery of the CT items and skills, and the test’s and skill scores’ standardization are also presented. The comparison of boys and girls shows that girls perform better than boys on most test items. The diagnoses suggest an intermediate mastery of CT skills in students, where girls widely outperform boys, and also propose some educational implications.

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