Diagnóstico del pensamiento crítico de estudiantes de educación primaria de Chimbote, Perú
Bibliographic Data
| ID | 5921402 |
|---|---|
| Authors | Graciela Pérez-Morán (0000-0002-8497-5686, Catholic University Los Angeles of Chimbote), Janina Bazalar-Palacios (0000-0001-8515-0742, Catholic University Los Angeles of Chimbote), Wendy Arhuis-Inca (0000-0002-5317-5053, Catholic University Los Angeles of Chimbote) |
| Year | 2021 |
| Volume | 25 |
| Issue | 1 |
| Pages | 1-11 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Electrónica Educare (JOURNAL) |
| Journal identifiers | ISSN: 1409-4258 • E-ISSN: 1409-4258 |
| Publisher | Universidad Nacional de Costa Rica (PUBLISHER) |
| DOI | 10.15359/ree.25-1.15 |
| OpenAlex | W3112931662 |
| Language | ES |
| Citations received | 3 |
| References cited | 1 |
Objective. To determine the level of development of the critical thinking of the students of the Educational Institutions of primary education of Chimbote. Materials and methods. A descriptive study was carried out in Chimbote, 2016. Critical thinking was evaluated in 250 boys and girls who belong to the sixth grade of primary education in 2016. A questionnaire of 30 questions aimed at addressing the dialogic and substantive dimensions was applied; each question included 5 response options on the Likert scale (1 = total disagreement up to 5 = total agreement). These variables were re-categorized by scaling by percentiles classified into three categories: (a) high, between 150-100 points; (b) medium, between 99-50; and (c) low, between 49-0 points. A descriptive analysis of the critical thinking variable was carried out according to its substantive and dialogic dimensions through tables with their relative and absolute frequencies. Results. There is a negative tendency in the development of critical thinking which is integrated the dimensions of substantive and dialogical, being the lowest level the one that obtained the highest percentage with 54% compared to the high level with 4.4%. Conclusion. There is a deficit of critical thinking in student body students and in for their substantive and dialogical dimensions
Humanities · Education and Teacher Training · Educational Innovations and Technology · Philosophy · Social impacts of COVID-19
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |