Estrategias metodológicas para el desarrollo del pensamiento crítico en el proceso de enseñanza aprendizaje de los estudiantes de la Unidad Académica de Psicología Educativa de la Universidad Católica de Cuenca.

Abstract

The purpose of this study was to establish the methodological strategies needed for the development of critical thinking in the teaching-learning process based on the study of the types of teaching employed in the Educational Psychology Career at the Faculty of Educational Sciences of the Catholic University of Cuenca (UCACUE). For this purpose, a survey was applied to a total of 65 students and 10 teachers who agreed to voluntarily participate in this study. The questionnaire was formed by 39 items related to the development of critical thinking skills in the classrooms as students and as teachers. The results were processed in SPSS 22, presenting them descriptively by frequencies and percentages. It was found that the standards of critical thinking are used occasionally and not frequently, so they are not part of the current life of the student body. In this sense, an intervention proposal is formulated to stimulate the development of critical thinking in students of educational psychology. The proposal integrates planning phase of didactic strategies, the validation of professionals and the systematization of a guide so that it can be integrated into the syllabi of the teachers.