Pub Date : 2022-03-03DOI: 10.35622/j.rie.2022.03.008.en
Edith M. Vásquez
The objective of this research was to develop a model of inquiry strategies for the development of critical and creative thinking in students of the sixth grade of primary education in Lajas, Chota (Peru). Twenty-three students participated who made up the study population and sample. The research carried out is of a direct and proactive descriptive level, with a mixed methodological approach. The instruments for data collection were developed based on the study variables with the Likert scale and were applied to students, teachers, directors, and parents. Thanks to the information obtained as a diagnosis, the starting point was obtained to elaborate the proposed model. The problem observed was that students and teachers had limitations concerning critical and creative thinking; this allowed the development of the proposed inquiry model, which was validated through expert judgment. Furthermore, it was concluded that the students had a low level of critical and creative thinking development, constituting one more reason to design the model.
{"title":"Model of inquiry strategies for the development of critical and creative thinking in primary school students","authors":"Edith M. Vásquez","doi":"10.35622/j.rie.2022.03.008.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.008.en","url":null,"abstract":"The objective of this research was to develop a model of inquiry strategies for the development of critical and creative thinking in students of the sixth grade of primary education in Lajas, Chota (Peru). Twenty-three students participated who made up the study population and sample. The research carried out is of a direct and proactive descriptive level, with a mixed methodological approach. The instruments for data collection were developed based on the study variables with the Likert scale and were applied to students, teachers, directors, and parents. Thanks to the information obtained as a diagnosis, the starting point was obtained to elaborate the proposed model. The problem observed was that students and teachers had limitations concerning critical and creative thinking; this allowed the development of the proposed inquiry model, which was validated through expert judgment. Furthermore, it was concluded that the students had a low level of critical and creative thinking development, constituting one more reason to design the model.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122183782","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.010
Fernando Ceballos
Se presenta una revisión bibliográfica sobre los efectos de los programas de ampliación de la jornada escolar implementados en siete países de América Latina. En función de sus objetos de interés, los trabajos se agrupan en cuatro tipos de impactos: a) rendimiento escolar, b) trayectorias académicas y profesionales, c) laborales, d) organización y cultura escolar. Se identificó un predominio de evaluaciones cuantitativas que analizaron los resultados en Matemáticas y Lengua, por lo que se considera pertinente ampliar la búsqueda a los saberes propuestos desde los programas. Otros trabajos identificaron impactos positivos en las trayectorias de los alumnos y en la economía de sus hogares. Sin embargo, estos resultados aún deben fortalecerse mediante estudios similares en otros contextos, que además indaguen acerca de los factores que expliquen sus causas. Finalmente, próximos estudios deberían de considerar las particularidades de cada uno de los programas con uno de los referentes para a partir de los cuales buscar sus efectos.
{"title":"Efectos de ampliar la jornada escolar en América Latina: una revisión bibliográfica","authors":"Fernando Ceballos","doi":"10.35622/j.rie.2022.03.010","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.010","url":null,"abstract":"Se presenta una revisión bibliográfica sobre los efectos de los programas de ampliación de la jornada escolar implementados en siete países de América Latina. En función de sus objetos de interés, los trabajos se agrupan en cuatro tipos de impactos: a) rendimiento escolar, b) trayectorias académicas y profesionales, c) laborales, d) organización y cultura escolar. Se identificó un predominio de evaluaciones cuantitativas que analizaron los resultados en Matemáticas y Lengua, por lo que se considera pertinente ampliar la búsqueda a los saberes propuestos desde los programas. Otros trabajos identificaron impactos positivos en las trayectorias de los alumnos y en la economía de sus hogares. Sin embargo, estos resultados aún deben fortalecerse mediante estudios similares en otros contextos, que además indaguen acerca de los factores que expliquen sus causas. Finalmente, próximos estudios deberían de considerar las particularidades de cada uno de los programas con uno de los referentes para a partir de los cuales buscar sus efectos.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129619131","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.012
Wanda Román, Doris De La Cruz, Judith Martínez
El objetivo de esta investigación fue realizar un diagnóstico del desarrollo de la experiencia de la educación a distancia por la emergencia del COVID-19, en la Universidad Autónoma de Santo Domingo (UASD), Recintos San Francisco de Macorís, Santiago y Puerto Plata y en el Centro La Vega. La metodología implementada corresponde al enfoque cuantitativo, del tipo descriptivo, bibliográfico y de campo. Dentro de los resultados más importantes se pueden mencionar que el 62% de los estudiantes respondieron solo estar recibiendo docencia a distancia en algunas de las asignaturas seleccionadas en el semestre, 2020-1, mientras que el 16% señaló que están recibiendo docencia en todas las asignaturas. En conclusión, no se utiliza la plataforma de la universidad por el desconocimiento que poseen docentes y estudiantes en su implementación. Dentro de las recomendaciones, está la creación y fortalecimiento en todos los recintos y centros las unidades tecnológicas de apoyo a la docencia y a los estudiantes.
{"title":"Experiencia de educación a distancia durante el confinamiento del COVID-19","authors":"Wanda Román, Doris De La Cruz, Judith Martínez","doi":"10.35622/j.rie.2022.03.012","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.012","url":null,"abstract":"El objetivo de esta investigación fue realizar un diagnóstico del desarrollo de la experiencia de la educación a distancia por la emergencia del COVID-19, en la Universidad Autónoma de Santo Domingo (UASD), Recintos San Francisco de Macorís, Santiago y Puerto Plata y en el Centro La Vega. La metodología implementada corresponde al enfoque cuantitativo, del tipo descriptivo, bibliográfico y de campo. Dentro de los resultados más importantes se pueden mencionar que el 62% de los estudiantes respondieron solo estar recibiendo docencia a distancia en algunas de las asignaturas seleccionadas en el semestre, 2020-1, mientras que el 16% señaló que están recibiendo docencia en todas las asignaturas. En conclusión, no se utiliza la plataforma de la universidad por el desconocimiento que poseen docentes y estudiantes en su implementación. Dentro de las recomendaciones, está la creación y fortalecimiento en todos los recintos y centros las unidades tecnológicas de apoyo a la docencia y a los estudiantes.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129173322","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.007.en
Inés Varías, M. Callao
The objective was to design a model of autonomous learning strategies aimed at developing critical and creative thinking in primary school students of Educational Institution No. 11239 Las Dunas Lambayeque - Peru. The research was of a primary propositional type, in which 58 students participated, who were administered a test on the development of critical and creative thinking. The instruments were validated by experts who agreed with a reliability coefficient of 0.80. The results regarding the level of development of critical and creative thinking indicate that 60.3% of the total are at the average level for critical thinking, and 65.5% are also at the intermediate level concerning creative thinking, which allows determining that the students participating in the research need to develop higher-order skills in different situations to make decisions and solve problems of daily life.
{"title":"Autonomous learning strategies: critical and creative thinking in primary education","authors":"Inés Varías, M. Callao","doi":"10.35622/j.rie.2022.03.007.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.007.en","url":null,"abstract":"The objective was to design a model of autonomous learning strategies aimed at developing critical and creative thinking in primary school students of Educational Institution No. 11239 Las Dunas Lambayeque - Peru. The research was of a primary propositional type, in which 58 students participated, who were administered a test on the development of critical and creative thinking. The instruments were validated by experts who agreed with a reliability coefficient of 0.80. The results regarding the level of development of critical and creative thinking indicate that 60.3% of the total are at the average level for critical thinking, and 65.5% are also at the intermediate level concerning creative thinking, which allows determining that the students participating in the research need to develop higher-order skills in different situations to make decisions and solve problems of daily life.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133772675","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.012.en
W. Román, Doris De La Cruz, Judith Martínez
The objective of this research was to carry out a diagnosis of the development of the distance education experience through the emergence of COVID-19, at the Universidad Autónoma de Santo Domingo (UASD), San Francisco de Macorís, Santiago and Puerto Plata campuses and at the La Vega Center. The methodology implemented corresponds to the quantitative, descriptive, bibliographic and field approach. Among the most important results, it can be mentioned that 62% of the students responded that they were only receiving distance teaching in some of the subjects selected in the 2020-1 semester, while 16% indicated that they were receiving teaching in all subjects. In conclusion, the university platform is not used due to the lack of knowledge that teachers and students have about its implementation. Among the recommendations is the creation and strengthening of technological units to support teaching and students at all campuses and centers.
{"title":"Distance learning experience during the COVID-19 lockdown","authors":"W. Román, Doris De La Cruz, Judith Martínez","doi":"10.35622/j.rie.2022.03.012.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.012.en","url":null,"abstract":"The objective of this research was to carry out a diagnosis of the development of the distance education experience through the emergence of COVID-19, at the Universidad Autónoma de Santo Domingo (UASD), San Francisco de Macorís, Santiago and Puerto Plata campuses and at the La Vega Center. The methodology implemented corresponds to the quantitative, descriptive, bibliographic and field approach. Among the most important results, it can be mentioned that 62% of the students responded that they were only receiving distance teaching in some of the subjects selected in the 2020-1 semester, while 16% indicated that they were receiving teaching in all subjects. In conclusion, the university platform is not used due to the lack of knowledge that teachers and students have about its implementation. Among the recommendations is the creation and strengthening of technological units to support teaching and students at all campuses and centers.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132306522","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.006
Georgina García, K. Acuña
La pandemia COVID-19 aceleró la realización de las clases por medio de plataformas virtuales e hizo que la evaluación docente, en lugar de que reflejara de manera positiva el nivel de conocimiento, evidenció un bajo rendimiento de los estudiantes, en este caso, de la Preparatoria N° 7 de la Universidad Autónoma de Guerrero, México. Para explicar esta problemática se llevó a cabo una investigación cualitativa con alcance descriptivo e interpretativo. Se entrevistó a 50 estudiantes, asimismo se elaboró un cuestionario estructurado con diez preguntas abiertas. Los principales resultados indicaron que los estudiantes perciben que la evaluación tradicional no refleja sus conocimientos, sino aprendizajes incipientes, estrés y ansiedad, por lo que sugirieron la modificación del proceso de evaluación.
{"title":"Estrategias de evaluación del proceso de aprendizaje de estudiantes durante la nueva normalidad","authors":"Georgina García, K. Acuña","doi":"10.35622/j.rie.2022.03.006","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.006","url":null,"abstract":"La pandemia COVID-19 aceleró la realización de las clases por medio de plataformas virtuales e hizo que la evaluación docente, en lugar de que reflejara de manera positiva el nivel de conocimiento, evidenció un bajo rendimiento de los estudiantes, en este caso, de la Preparatoria N° 7 de la Universidad Autónoma de Guerrero, México. Para explicar esta problemática se llevó a cabo una investigación cualitativa con alcance descriptivo e interpretativo. Se entrevistó a 50 estudiantes, asimismo se elaboró un cuestionario estructurado con diez preguntas abiertas. Los principales resultados indicaron que los estudiantes perciben que la evaluación tradicional no refleja sus conocimientos, sino aprendizajes incipientes, estrés y ansiedad, por lo que sugirieron la modificación del proceso de evaluación.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133824960","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.011
Wendy Linares
El objetivo de esta investigación fue elaborar un modelo de estrategias lúdicas para el desarrollo del pensamiento crítico y creativo de niños de 5 años de la Institución Educativa N°284 de Bagua Grande, región Amazonas, Perú. La investigación fue propositiva porque se formuló el modelo de estrategias lúdicas para desarrollar estos dos pensamientos, los datos se recolectaron a través de un test aplicado a 25 niños del aula de 5 años y de una guía de entrevista a la docente a cargo del aula. Como resultados se comprobó que más del 80% de la población presentaron un nivel bajo de pensamiento crítico y creativo en todas sus dimensiones y que las docentes no utilizan estrategias adecuadas para fomentar estos pensamientos durante el proceso de enseñanza- aprendizaje. Se concluyó que las estrategias lúdicas son herramientas útiles para desarrollar el pensamiento crítico y creativo de niños de 5 años de preescolar.
{"title":"Estrategias lúdicas para el pensamiento crítico-creativo en niños de cinco años","authors":"Wendy Linares","doi":"10.35622/j.rie.2022.03.011","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.011","url":null,"abstract":"El objetivo de esta investigación fue elaborar un modelo de estrategias lúdicas para el desarrollo del pensamiento crítico y creativo de niños de 5 años de la Institución Educativa N°284 de Bagua Grande, región Amazonas, Perú. La investigación fue propositiva porque se formuló el modelo de estrategias lúdicas para desarrollar estos dos pensamientos, los datos se recolectaron a través de un test aplicado a 25 niños del aula de 5 años y de una guía de entrevista a la docente a cargo del aula. Como resultados se comprobó que más del 80% de la población presentaron un nivel bajo de pensamiento crítico y creativo en todas sus dimensiones y que las docentes no utilizan estrategias adecuadas para fomentar estos pensamientos durante el proceso de enseñanza- aprendizaje. Se concluyó que las estrategias lúdicas son herramientas útiles para desarrollar el pensamiento crítico y creativo de niños de 5 años de preescolar.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129895790","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.010.en
Fernando Ceballos
A literature review is presented on the effects of school day extension programs implemented in various Latin American countries. According to their objects of interest, the studies are grouped into four types of impacts: a) school performance, b) academic and career paths, c) labor, and d) school organization and culture. A predominance of quantitative evaluations that analyzed the results in Mathematics and Language were identified, thus it was considered pertinent to broaden the knowledge search proposed from the programs. Other studies identified positive impacts on students' trajectories and their household economy; however, these results still need to be strengthened through similar studies in other contexts, which also inquire about the factors that explain these causes. Lastly, future studies should consider the particularities of each program in the search for their effects.
{"title":"The effects of extending the school day in Latin America: a literature review","authors":"Fernando Ceballos","doi":"10.35622/j.rie.2022.03.010.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.010.en","url":null,"abstract":"A literature review is presented on the effects of school day extension programs implemented in various Latin American countries. According to their objects of interest, the studies are grouped into four types of impacts: a) school performance, b) academic and career paths, c) labor, and d) school organization and culture. A predominance of quantitative evaluations that analyzed the results in Mathematics and Language were identified, thus it was considered pertinent to broaden the knowledge search proposed from the programs. Other studies identified positive impacts on students' trajectories and their household economy; however, these results still need to be strengthened through similar studies in other contexts, which also inquire about the factors that explain these causes. Lastly, future studies should consider the particularities of each program in the search for their effects.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125599952","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.011.en
Wendy Linares
This research aimed to develop a model of playful strategies for the development of critical and creative thinking in 5-year-old children from the Educational Institution No. 284 of Bagua Grande, Amazonas region, Peru. The research was purposeful because the playful strategies model was formulated to develop these two thoughts. The data was collected through a test applied to 25 5-year-old children in the classroom and an interview guide for the teacher in charge of the school. As a result, it was found that more than 80% of the population presented a low level of critical and creative thinking in all its dimensions and that teachers do not use adequate strategies to promote these thoughts during the teaching-learning process. Therefore, it was concluded that playful strategies are valuable tools to develop critical and creative thinking in 5-year-old preschool children.
{"title":"Playful strategies for critical-creative thinking in five-year-old children","authors":"Wendy Linares","doi":"10.35622/j.rie.2022.03.011.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.011.en","url":null,"abstract":"This research aimed to develop a model of playful strategies for the development of critical and creative thinking in 5-year-old children from the Educational Institution No. 284 of Bagua Grande, Amazonas region, Peru. The research was purposeful because the playful strategies model was formulated to develop these two thoughts. The data was collected through a test applied to 25 5-year-old children in the classroom and an interview guide for the teacher in charge of the school. As a result, it was found that more than 80% of the population presented a low level of critical and creative thinking in all its dimensions and that teachers do not use adequate strategies to promote these thoughts during the teaching-learning process. Therefore, it was concluded that playful strategies are valuable tools to develop critical and creative thinking in 5-year-old preschool children.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125009997","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 : 2022-03-03DOI: 10.35622/j.rie.2022.03.007
Inés Varías, Marcelino Callao
El objetivo fue diseñar un modelo de estrategias de aprendizaje autónomo orientadas al desarrollo del pensamiento crítico y creativo en estudiantes de educación primaria de la Institución Educativa N° 11239 Las Dunas Lambayeque - Perú. La investigación fue de tipo básica propositiva, en la que participaron 58 estudiantes a quienes se les administró un test sobre el desarrollo del pensamiento crítico y creativo. Los instrumentos fueron validados por expertos quienes dieron conformidad con coeficiente de confiabilidad 0,80. Los resultados en cuanto al nivel de desarrollo del pensamiento crítico y creativo indican que 60.3 % del total se encuentran en el nivel medio para el pensamiento crítico y 65.5 % también en nivel medio respecto al pensamiento creativo. Lo que permite determinar que los estudiantes participantes en la investigación necesitan desarrollar las habilidades de orden superior en las diferentes situaciones para tomar decisiones y solucionar problemas de la vida cotidiana.
{"title":"Estrategias de aprendizaje autónomo: pensamiento crítico y creativo en educación primaria","authors":"Inés Varías, Marcelino Callao","doi":"10.35622/j.rie.2022.03.007","DOIUrl":"https://doi.org/10.35622/j.rie.2022.03.007","url":null,"abstract":"El objetivo fue diseñar un modelo de estrategias de aprendizaje autónomo orientadas al desarrollo del pensamiento crítico y creativo en estudiantes de educación primaria de la Institución Educativa N° 11239 Las Dunas Lambayeque - Perú. La investigación fue de tipo básica propositiva, en la que participaron 58 estudiantes a quienes se les administró un test sobre el desarrollo del pensamiento crítico y creativo. Los instrumentos fueron validados por expertos quienes dieron conformidad con coeficiente de confiabilidad 0,80. Los resultados en cuanto al nivel de desarrollo del pensamiento crítico y creativo indican que 60.3 % del total se encuentran en el nivel medio para el pensamiento crítico y 65.5 % también en nivel medio respecto al pensamiento creativo. Lo que permite determinar que los estudiantes participantes en la investigación necesitan desarrollar las habilidades de orden superior en las diferentes situaciones para tomar decisiones y solucionar problemas de la vida cotidiana.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126994264","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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