Proyecto Zero para mejorar las habilidades del pensamiento crítico a partir de una investigación-acción
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Date
2025-12
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El objetivo de esta investigación fue mejorar las habilidades del pensamiento crítico a partir de la aplicación del Proyecto Zero en niños de 5 años de una Institución educativa inicial ubicada en el distrito de Ate. Asimismo, respondió al paradigma crítico, con un enfoque cualitativo de nivel experimental, de tipo aplicada, mientras que el diseño metodológico se basó en una investigación-acción. A partir de los proyectos desarrollados, estrategias implementadas y los instrumentos aplicados, se ha podido realizar una triangulación de datos, cuyos resultados han evidenciado la relevancia de las fases del Proyecto Zero (contextualización, planeación, ejecución y valoración) para el desarrollo de las habilidades de pensamiento crítico propuestas por Peter Facione (interpretación, análisis, inferencia, argumentación, evaluación y autorregulación). Finalmente, se concluye que el presente estudio, realizado en el marco de la Investigación-Acción, generó un impacto positivo y reflexivo en la práctica docente, al brindar estrategias exitosas para el desarrollo del pensamiento crítico mediante la aplicación del Proyecto Zero, a través de acciones como: realizar un diagnóstico inicial para tomar decisiones pedagógicas de manera informada, implementar las rutinas de pensamiento y utilizar instrumentos de evaluación que permitan valorar la aplicación de cada fase del proyecto y su efecto en el desarrollo del pensamiento crítico en los niños de 5 años.
The objective of this research was to enhance critical thinking skills through the implementation of Project Zero in five-year old children from an early childhood education institution located in the district of Ate. The study was framed within a critical paradigm, employed a qualitative approach at an experimental level, and was applied in nature. The methodological design was based on action research, involving the application of projects, strategies, and instruments, and data triangulation was employed. The results highlighted the relevance of the phases of Project Zero—contextualization, planning, execution, and evaluation—for the development of critical thinking skills, as defined by Peter Facione, including interpretation, analysis, inference, explanation, evaluation, and self-regulation. Ultimately, this study, developed within the framework of action research, had a positive and reflective impact on teaching practice. It led to key actions such as conducting an initial diagnosis to support informed pedagogical decisionmaking, implementing thinking routines, and using assessment tools to evaluate the application of each phase of the project and its effect on the development of critical thinking in five-year-old children.
The objective of this research was to enhance critical thinking skills through the implementation of Project Zero in five-year old children from an early childhood education institution located in the district of Ate. The study was framed within a critical paradigm, employed a qualitative approach at an experimental level, and was applied in nature. The methodological design was based on action research, involving the application of projects, strategies, and instruments, and data triangulation was employed. The results highlighted the relevance of the phases of Project Zero—contextualization, planning, execution, and evaluation—for the development of critical thinking skills, as defined by Peter Facione, including interpretation, analysis, inference, explanation, evaluation, and self-regulation. Ultimately, this study, developed within the framework of action research, had a positive and reflective impact on teaching practice. It led to key actions such as conducting an initial diagnosis to support informed pedagogical decisionmaking, implementing thinking routines, and using assessment tools to evaluate the application of each phase of the project and its effect on the development of critical thinking in five-year-old children.
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Keywords
Pensamiento crítico, Proyecto zero, Habilidades del pensamiento, Docente, Estudiantes, Rutinas de pensamiento