Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers
Critical thinking is a fundamental skill in the teaching profession, but there is a lack of attention to its development or strengthening due to a lack of knowledge of appropriate strategies. Faced with this situation, the use of cognitive and socio-affective strategies has emerged as an alternative...
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| Format: | Article |
| Language: | Spanish |
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Universidad de Pinar del Río "Hermanos Saíz Montes de Oca"
2023-01-01
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| Series: | Revista MENDIVE |
| Subjects: | |
| Online Access: | https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3077 |
| _version_ | 1797955572898725888 |
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| author | Maria Sonia Castro Marrón Gilber Chura Quispe Amparo Verástegui Quintanilla Sugey Milagros Calderón Carazas |
| author_facet | Maria Sonia Castro Marrón Gilber Chura Quispe Amparo Verástegui Quintanilla Sugey Milagros Calderón Carazas |
| author_sort | Maria Sonia Castro Marrón |
| collection | DOAJ |
| description | Critical thinking is a fundamental skill in the teaching profession, but there is a lack of attention to its development or strengthening due to a lack of knowledge of appropriate strategies. Faced with this situation, the use of cognitive and socio-affective strategies has emerged as an alternative. The aim of this research is to check whether the use of cognitive and Socio-Affective Strategies (CSS) improves the critical thinking of regular basic education teachers. The study is a quantitative, quasi-experimental, longitudinal and explanatory study. We worked with 60 primary and secondary school teachers, of whom 40 were the Control Group (CG) and 20 were the Experimental Group (EG). A critical thinking questionnaire with adequate validity and internal consistency indices (á = 0.93) was used for measurement. The main results revealed that in the pretest there is no significant difference between the CG and the EG; whereas after the CST intervention the difference was high and significant in both groups (p < 0.05; TE > 0.5). In conclusion, CST significantly improves the critical thinking of basic education teachers. |
| first_indexed | 2024-04-10T23:36:25Z |
| format | Article |
| id | doaj.art-abbf576f973f4e609099c48bbdfe8d1a |
| institution | Directory Open Access Journal |
| issn | 1815-7696 |
| language | Spanish |
| last_indexed | 2024-04-10T23:36:25Z |
| publishDate | 2023-01-01 |
| publisher | Universidad de Pinar del Río "Hermanos Saíz Montes de Oca" |
| record_format | Article |
| series | Revista MENDIVE |
| spelling | doaj.art-abbf576f973f4e609099c48bbdfe8d1a2023-01-11T18:50:47ZspaUniversidad de Pinar del Río "Hermanos Saíz Montes de Oca"Revista MENDIVE1815-76962023-01-01211e3077e30771358Cognitive and socio-affective strategies in the critical thinking of Peruvian teachersMaria Sonia Castro Marrón0Gilber Chura Quispe1Amparo Verástegui Quintanilla2Sugey Milagros Calderón Carazas3Universidad Nacional Jorge Basadre GrohmannUniversidad Nacional Jorge Basadre GrohmannUniversidad Nacional Jorge Basadre GrohmannUniversidad Nacional Jorge Basadre GrohmannCritical thinking is a fundamental skill in the teaching profession, but there is a lack of attention to its development or strengthening due to a lack of knowledge of appropriate strategies. Faced with this situation, the use of cognitive and socio-affective strategies has emerged as an alternative. The aim of this research is to check whether the use of cognitive and Socio-Affective Strategies (CSS) improves the critical thinking of regular basic education teachers. The study is a quantitative, quasi-experimental, longitudinal and explanatory study. We worked with 60 primary and secondary school teachers, of whom 40 were the Control Group (CG) and 20 were the Experimental Group (EG). A critical thinking questionnaire with adequate validity and internal consistency indices (á = 0.93) was used for measurement. The main results revealed that in the pretest there is no significant difference between the CG and the EG; whereas after the CST intervention the difference was high and significant in both groups (p < 0.05; TE > 0.5). In conclusion, CST significantly improves the critical thinking of basic education teachers.https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3077análisiscomunicaciónestrategias cognitivasestrategias socioafectivaspensamiento críticosíntesis. |
| spellingShingle | Maria Sonia Castro Marrón Gilber Chura Quispe Amparo Verástegui Quintanilla Sugey Milagros Calderón Carazas Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers Revista MENDIVE análisis comunicación estrategias cognitivas estrategias socioafectivas pensamiento crítico síntesis. |
| title | Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers |
| title_full | Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers |
| title_fullStr | Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers |
| title_full_unstemmed | Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers |
| title_short | Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers |
| title_sort | cognitive and socio affective strategies in the critical thinking of peruvian teachers |
| topic | análisis comunicación estrategias cognitivas estrategias socioafectivas pensamiento crítico síntesis. |
| url | https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3077 |
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