Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.010.en
César Muñoz, Aurelio Ruíz
The objective was to design a program of reading strategies to develop critical and creative thinking (PCC) in the students of the VI cycle of the educational institution Diego Ferré Sosa de Monsefú. The research was of a primary propositional type, in which 137 students participated, who were administered a questionnaire on the development of critical and creative thinking, elaborated separately for every kind of thought and covering the dimensions of each one of them. The instruments were duly validated and with a reliability coefficient of 0.80. The results regarding the level of development of critical and creative thinking indicate that 45.99% of the total sample are at the medium level for critical thinking, and 51.09% are also at the medium level concerning creative thinking, which makes it possible to determine that almost half of the students surveyed need to reorient the development of higher-order thinking skills that allow them to strengthen their cognitive abilities.
该项目的目标是设计一个阅读策略项目，以培养Diego ferr Sosa de Monsefú教育机构六年级学生的批判性和创造性思维(PCC)。该研究为初级命题型，有137名学生参与，他们被分配了一份关于批判性思维和创造性思维发展的问卷，问卷针对每种思维分别进行了阐述，并涵盖了每种思维的维度。这些仪器经过了适当的验证，信度系数为0.80。关于批判性和创造性思维的发展水平的结果表明，45.99%的样本在批判性思维方面处于中等水平，51.09%的样本在创造性思维方面也处于中等水平，这使得有可能确定几乎一半的受访学生需要重新定位发展高阶思维技能，使他们能够加强他们的认知能力。
{"title":"Strategic reading program to develop critical-creative thinking in high school students","authors":"César Muñoz, Aurelio Ruíz","doi":"10.35622/j.rie.2022.02.010.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.010.en","url":null,"abstract":"The objective was to design a program of reading strategies to develop critical and creative thinking (PCC) in the students of the VI cycle of the educational institution Diego Ferré Sosa de Monsefú. The research was of a primary propositional type, in which 137 students participated, who were administered a questionnaire on the development of critical and creative thinking, elaborated separately for every kind of thought and covering the dimensions of each one of them. The instruments were duly validated and with a reliability coefficient of 0.80. The results regarding the level of development of critical and creative thinking indicate that 45.99% of the total sample are at the medium level for critical thinking, and 51.09% are also at the medium level concerning creative thinking, which makes it possible to determine that almost half of the students surveyed need to reorient the development of higher-order thinking skills that allow them to strengthen their cognitive abilities.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122300699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.005
Belén Suárez-Lantarón, Á. García-Martínez
El desarrollo de este trabajo tiene por objeto conocer, mediante la implementación de grupos interactivos, si dicho modelo permite la mejora del rendimiento académico, el desarrollo de habilidades sociales, el trabajo en equipo, actitudes de cooperación y la aceptación de la diversidad. Para ello, se utiliza un método cualitativo mediante un estudio de caso, implementado en un aula de primaria de un centro público en la ciudad de Badajoz (España). Los instrumentos para recoger la información han sido las notas medias obtenidas por el alumnado (pre y postest), la observación por parte de docentes y voluntarios, así como un cuestionario para el alumnado. Los resultados confirman que el alumnado obtiene mejores calificaciones, además muestra satisfacción por este modelo de trabajo. Se puede concluir, por tanto, que los grupos interactivos implementan la mejora de resultados académicos, pero también favorecen el logro de metas o propósitos como la mejora de la convivencia o la motivación.
{"title":"Grupos interactivos y su influencia en el rendimiento académico en el aula de primaria: estudio de caso","authors":"Belén Suárez-Lantarón, Á. García-Martínez","doi":"10.35622/j.rie.2022.02.005","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.005","url":null,"abstract":"El desarrollo de este trabajo tiene por objeto conocer, mediante la implementación de grupos interactivos, si dicho modelo permite la mejora del rendimiento académico, el desarrollo de habilidades sociales, el trabajo en equipo, actitudes de cooperación y la aceptación de la diversidad. Para ello, se utiliza un método cualitativo mediante un estudio de caso, implementado en un aula de primaria de un centro público en la ciudad de Badajoz (España). Los instrumentos para recoger la información han sido las notas medias obtenidas por el alumnado (pre y postest), la observación por parte de docentes y voluntarios, así como un cuestionario para el alumnado. Los resultados confirman que el alumnado obtiene mejores calificaciones, además muestra satisfacción por este modelo de trabajo. Se puede concluir, por tanto, que los grupos interactivos implementan la mejora de resultados académicos, pero también favorecen el logro de metas o propósitos como la mejora de la convivencia o la motivación.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115071464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.006.en
Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano
B-learning is widely regarded as an approach that combines the benefits of both the online and face-to-face learning components. However, the combination of online and face-to-face instructional components of this approach has raised concerns over the years. The following systematic review aims to show how b-learning influences the teaching of the English language in university students through the analysis of experiences and perceptions. The use of the Prism methodology has been considered for research purposes. For this review, the following databases were used: Scopus, Scielo, Science direct and Redalyc, finding 260 articles and selecting 16 articles for an in-depth review. The results show that most of the experiences with blended learning were beneficial in the field of teaching English. In addition, teacher and student perceptions are positive and decisive for the future use of digital technologies. This review highlights the need to carry out research that proposes solutions to address the challenges of students, teachers and educational institutions in blended learning, as well as the determination of characteristics of the model for an accessible implementation in the classroom.
{"title":"B-learning in english language teaching in higher education: a systematic review","authors":"Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano","doi":"10.35622/j.rie.2022.02.006.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.006.en","url":null,"abstract":"B-learning is widely regarded as an approach that combines the benefits of both the online and face-to-face learning components. However, the combination of online and face-to-face instructional components of this approach has raised concerns over the years. The following systematic review aims to show how b-learning influences the teaching of the English language in university students through the analysis of experiences and perceptions. The use of the Prism methodology has been considered for research purposes. For this review, the following databases were used: Scopus, Scielo, Science direct and Redalyc, finding 260 articles and selecting 16 articles for an in-depth review. The results show that most of the experiences with blended learning were beneficial in the field of teaching English. In addition, teacher and student perceptions are positive and decisive for the future use of digital technologies. This review highlights the need to carry out research that proposes solutions to address the challenges of students, teachers and educational institutions in blended learning, as well as the determination of characteristics of the model for an accessible implementation in the classroom.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125513692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.012.en
Sonia Vásquez, Aurelio Ruiz-Pérez
The research objective was to design an incomplete story strategy model to develop critical and creative thinking in 4-year-old children. The research was basic propositional with a non-experimental design and a quantitative methodological approach. We worked with a sample of 92 children from the Initial Educational Institution No. 004 of Chiclayo (Lambayeque - Peru) who were randomly selected. A test on critical and creative thinking was developed and applied in which subdimensions and indicators were considered. This instrument was validated by expert judgment. As a result, it was found that more than half of the children had an average level of development of critical and creative thinking. Therefore, it was concluded that the proposed model is a novel contribution to education by allowing children to improve these thoughts when the said proposal is applied.
{"title":"Incomplete stories for the development of critical and creative thinking in children","authors":"Sonia Vásquez, Aurelio Ruiz-Pérez","doi":"10.35622/j.rie.2022.02.012.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.012.en","url":null,"abstract":"The research objective was to design an incomplete story strategy model to develop critical and creative thinking in 4-year-old children. The research was basic propositional with a non-experimental design and a quantitative methodological approach. We worked with a sample of 92 children from the Initial Educational Institution No. 004 of Chiclayo (Lambayeque - Peru) who were randomly selected. A test on critical and creative thinking was developed and applied in which subdimensions and indicators were considered. This instrument was validated by expert judgment. As a result, it was found that more than half of the children had an average level of development of critical and creative thinking. Therefore, it was concluded that the proposed model is a novel contribution to education by allowing children to improve these thoughts when the said proposal is applied.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130334938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.004
Cleyssen Benavides, Aurelio Ruíz
El propósito del estudio fue identificar y analizar los aportes realizados para el desarrollo del pensamiento crítico en el ámbito educativo. El estudio corresponde a una investigación básica, con un diseño de investigación de revisión sistemática. La recolección de información se realizó mediante la búsqueda bibliográfica y sistemática de documentos, en diferentes bases de datos confiables. Fueron seleccionados 20 artículos. A partir la revisión documental se ha determinado que las investigaciones que más predominan han sido las cuantitativas, descriptivas, cualitativas y mixtas. Se encontró que el desarrollo del pensamiento crítico, es esencial para convertirse en una persona integral. Esto implica que el sujeto pueda definir o entender completamente una situación o problema que lo encamine hacia su solución. En este contexto, un estudiante, como pensador crítico, debe desarrollar capacidades específicas estimuladas constantemente, de tal manera que se puedan potenciar lo suficiente hasta convertirse en una verdadera habilidad.
{"title":"El pensamiento crítico en el ámbito educativo: una revisión sistemática","authors":"Cleyssen Benavides, Aurelio Ruíz","doi":"10.35622/j.rie.2022.02.004","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.004","url":null,"abstract":"El propósito del estudio fue identificar y analizar los aportes realizados para el desarrollo del pensamiento crítico en el ámbito educativo. El estudio corresponde a una investigación básica, con un diseño de investigación de revisión sistemática. La recolección de información se realizó mediante la búsqueda bibliográfica y sistemática de documentos, en diferentes bases de datos confiables. Fueron seleccionados 20 artículos. A partir la revisión documental se ha determinado que las investigaciones que más predominan han sido las cuantitativas, descriptivas, cualitativas y mixtas. Se encontró que el desarrollo del pensamiento crítico, es esencial para convertirse en una persona integral. Esto implica que el sujeto pueda definir o entender completamente una situación o problema que lo encamine hacia su solución. En este contexto, un estudiante, como pensador crítico, debe desarrollar capacidades específicas estimuladas constantemente, de tal manera que se puedan potenciar lo suficiente hasta convertirse en una verdadera habilidad.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117065767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.002.en
Roberto G. Gonzales
The objective was to determine the relationship of teaching performance with the achievement of learning in the Design Workshop subject of the Architecture career at the César Vallejo University Chimbote campus, 2020, from the students' perspective. Therefore, the research had a quantitative, descriptive correlational approach of non-experimental design. For the sample, 35 students were considered to whom a questionnaire with five response alternatives with 39 items was applied to measure the two variables: teaching performance (four dimensions) and learning achievement (three dimensions). Spearman's correlation analysis showed a p-value of 0.031 and an r-value of 0.364, so both variables have a low-level positive relationship. This means that there will be better learning achievement when the teaching performance is better. It is concluded that teaching performance has a significant relationship with the achievement of learning.
{"title":"Teaching performance and learning achievements in university students","authors":"Roberto G. Gonzales","doi":"10.35622/j.rie.2022.02.002.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.002.en","url":null,"abstract":"The objective was to determine the relationship of teaching performance with the achievement of learning in the Design Workshop subject of the Architecture career at the César Vallejo University Chimbote campus, 2020, from the students' perspective. Therefore, the research had a quantitative, descriptive correlational approach of non-experimental design. For the sample, 35 students were considered to whom a questionnaire with five response alternatives with 39 items was applied to measure the two variables: teaching performance (four dimensions) and learning achievement (three dimensions). Spearman's correlation analysis showed a p-value of 0.031 and an r-value of 0.364, so both variables have a low-level positive relationship. This means that there will be better learning achievement when the teaching performance is better. It is concluded that teaching performance has a significant relationship with the achievement of learning.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123384608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.012
Sonia Vásquez, Aurelio Ruiz-Pérez
La investigación tuvo como objetivo diseñar un modelo de estrategia de cuentos incompletos para desarrollar el pensamiento crítico y creativo en niños de 04 años de edad. La investigación fue básica de nivel propositivo con diseño no experimental y enfoque metodológico cuantitativo. Se trabajó con una muestra de 92 niños de la Institución Educativa Inicial N° 004 de Chiclayo (Lambayeque - Perú) que fueron seleccionados aleatoriamente. Se elaboró y aplicó un test sobre el pensamiento crítico y creativo en el cual se consideró subdimensiones e indicadores. Dicho instrumento fue validado mediante juicio de expertos. Como resultado se obtuvo que más de la mitad de los niños tenían un nivel medio de desarrollo del pensamiento crítico y creativo. Se llegó a concluir que el modelo propuesto es un aporte novedoso para la educación al permitir que los niños mejoren estos pensamientos cuando dicha propuesta sea aplicada.
{"title":"Cuentos incompletos para el desarrollo del pensamiento crítico y creativo en niños","authors":"Sonia Vásquez, Aurelio Ruiz-Pérez","doi":"10.35622/j.rie.2022.02.012","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.012","url":null,"abstract":"La investigación tuvo como objetivo diseñar un modelo de estrategia de cuentos incompletos para desarrollar el pensamiento crítico y creativo en niños de 04 años de edad. La investigación fue básica de nivel propositivo con diseño no experimental y enfoque metodológico cuantitativo. Se trabajó con una muestra de 92 niños de la Institución Educativa Inicial N° 004 de Chiclayo (Lambayeque - Perú) que fueron seleccionados aleatoriamente. Se elaboró y aplicó un test sobre el pensamiento crítico y creativo en el cual se consideró subdimensiones e indicadores. Dicho instrumento fue validado mediante juicio de expertos. Como resultado se obtuvo que más de la mitad de los niños tenían un nivel medio de desarrollo del pensamiento crítico y creativo. Se llegó a concluir que el modelo propuesto es un aporte novedoso para la educación al permitir que los niños mejoren estos pensamientos cuando dicha propuesta sea aplicada.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121699053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.001.en
Franklin Taipe, Noemy Mamani, Delio Merma, Mónica Huamaní, Prudencio Quispe
Competencies in math and science should be developed in teachers to exemplify students. For example, the archaeological complex of Raqchi or temple of the God Weracocha are ruins of the Inca culture. The objective was to find how many inhabitants the Inca citadel of Raqchi housed with mathematical competence, solve problems of quantity and science, investigate through scientific methods in secondary education teachers. The study was qualitative, with a content review and analysis methodology; four teachers from the Canas and Canchis Local Educational Management Unit were formed who solved the problem from virtual collegiate meetings. The result of the first group indicates 7538 inhabitants based on the number of Qolcas and the function of the work camp. The second concerning its military role mentions 5308 inhabitants, and the third on the hypothesis of an Inca temple indicates 291 inhabitants. Concluding that the competencies above were achieved according to the National Curriculum of Peru, autonomy, virtual collegiate work that promoted the continuous training of teachers.
{"title":"Teaching competence in mathematics, science and technology when solving a context problem with the Inca archaeological complex of Raqchi, Cusco - Peru","authors":"Franklin Taipe, Noemy Mamani, Delio Merma, Mónica Huamaní, Prudencio Quispe","doi":"10.35622/j.rie.2022.02.001.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.001.en","url":null,"abstract":"Competencies in math and science should be developed in teachers to exemplify students. For example, the archaeological complex of Raqchi or temple of the God Weracocha are ruins of the Inca culture. The objective was to find how many inhabitants the Inca citadel of Raqchi housed with mathematical competence, solve problems of quantity and science, investigate through scientific methods in secondary education teachers. The study was qualitative, with a content review and analysis methodology; four teachers from the Canas and Canchis Local Educational Management Unit were formed who solved the problem from virtual collegiate meetings. The result of the first group indicates 7538 inhabitants based on the number of Qolcas and the function of the work camp. The second concerning its military role mentions 5308 inhabitants, and the third on the hypothesis of an Inca temple indicates 291 inhabitants. Concluding that the competencies above were achieved according to the National Curriculum of Peru, autonomy, virtual collegiate work that promoted the continuous training of teachers.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114832277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.005.en
Belén Suárez-Lantarón, Ángela García-Martínez
The development of this work aims to know, through the implementation of interactive groups, if this model allows the improvement of academic performance, the development of social skills, teamwork, cooperative attitudes and the acceptance of diversity. For this, a qualitative method is used through a case study, implemented in a primary classroom of a public center in the city of Badajoz (Spain). The instruments to collect the information have been the average marks obtained by the students (pre and post-test), the observation by teachers and volunteers, and a questionnaire for the students. The results confirm that the students obtain better grades and show satisfaction with this work model. It can be concluded. Therefore, that interactive groups implement the improvement of academic results but also favor the achievement of goals or purposes such as improved coexistence or motivation.
{"title":"Interactive groups and their influence on academic performance in the primary classroom: a case study","authors":"Belén Suárez-Lantarón, Ángela García-Martínez","doi":"10.35622/j.rie.2022.02.005.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.005.en","url":null,"abstract":"The development of this work aims to know, through the implementation of interactive groups, if this model allows the improvement of academic performance, the development of social skills, teamwork, cooperative attitudes and the acceptance of diversity. For this, a qualitative method is used through a case study, implemented in a primary classroom of a public center in the city of Badajoz (Spain). The instruments to collect the information have been the average marks obtained by the students (pre and post-test), the observation by teachers and volunteers, and a questionnaire for the students. The results confirm that the students obtain better grades and show satisfaction with this work model. It can be concluded. Therefore, that interactive groups implement the improvement of academic results but also favor the achievement of goals or purposes such as improved coexistence or motivation.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.35622/j.rie.2022.02.003
Marcela Tapia, É. Castañeda
Los niños desde temprana edad deben adquirir capacidades superiores, que sirvan como base para su vida. Este estudio busca comprender la percepción de los aspectos más notables del pensamiento crítico en la época actual, con una mirada hacia el futuro. Mediante el análisis documental se realizó una exhaustiva revisión, observación, selección y recolección de información de los artículos científicos más relevantes publicados en los últimos años. Se recurrió a la búsqueda de bases de datos confiables, tanto nacionales como extranjeras. Se encontró que el pensamiento crítico tiene una ruta de notabilidad histórica en la humanidad. Además, la situación de la pandemia vivida en la actualidad permito evidenciar la necesidad de dejar lecciones de vida futurista, para no agobiarse, ni relegarse en el pasado. Siendo la capacidad de reinventarse una opción para dar soluciones a las posibles situaciones adversas que se presenten.
{"title":"Percepción futurista sobre pensamiento crítico en la nueva era","authors":"Marcela Tapia, É. Castañeda","doi":"10.35622/j.rie.2022.02.003","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.003","url":null,"abstract":"Los niños desde temprana edad deben adquirir capacidades superiores, que sirvan como base para su vida. Este estudio busca comprender la percepción de los aspectos más notables del pensamiento crítico en la época actual, con una mirada hacia el futuro. Mediante el análisis documental se realizó una exhaustiva revisión, observación, selección y recolección de información de los artículos científicos más relevantes publicados en los últimos años. Se recurrió a la búsqueda de bases de datos confiables, tanto nacionales como extranjeras. Se encontró que el pensamiento crítico tiene una ruta de notabilidad histórica en la humanidad. Además, la situación de la pandemia vivida en la actualidad permito evidenciar la necesidad de dejar lecciones de vida futurista, para no agobiarse, ni relegarse en el pasado. Siendo la capacidad de reinventarse una opción para dar soluciones a las posibles situaciones adversas que se presenten.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130322291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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