El debate y su influencia en el pensamiento crítico en los estudiantes de educación secundaria
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Date
2025-12
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación tuvo como objetivo determinar la influencia del debate como estrategia didáctica en el desarrollo del pensamiento crítico en estudiantes de educación básica. El estudio se desarrolló bajo un enfoque cuantitativo, de tipo aplicado, con diseño cuasi experimental. La población estuvo conformada por estudiantes del nivel secundario de una institución educativa pública, y la muestra fue seleccionada de forma intencionada. Se utilizó como instrumento una prueba para medir el nivel de pensamiento crítico antes y después de la intervención. El marco teórico abordó las variables "debate" y "pensamiento crítico", considerando fundamentos conceptuales y antecedentes empíricos relevantes. El análisis de datos se realizó mediante estadística descriptiva e inferencial, utilizando la plataforma en línea Stats Kingdom. Los resultados mostraron una mejora significativa en el nivel de pensamiento crítico tras la aplicación del debate como estrategia, evidenciando avances en habilidades de análisis de información, inferir implicancias, argumentar posición y proponer alternativas de solución. Se concluye que el debate constituye una estrategia efectiva para fortalecer el pensamiento crítico en contextos escolares, lo cual resulta pertinente para el logro del perfil de egreso y la formación de ciudadanos críticos, reflexivos y proactivos.
The present research aimed to determine the influence of debate as a didactic strategy on the development of critical thinking in basic education students. The study was conducted using a quantitative approach, applied type, with a quasi-experimental design. The population consisted of secondary-level students from a public educational institution, and the sample was intentionally selected. A test was used as an instrument to measure the level of critical thinking before and after the intervention. The theoretical framework addressed the variables "debate" and "critical thinking," considering relevant conceptual foundations and empirical background. Data analysis was carried out using descriptive and inferential statistics through the online platform Stats Kingdom. The results showed a significant improvement in the level of critical thinking after implementing debate as a strategy, demonstrating progress in information analysis skills, drawing implications, arguing positions, and proposing alternative solutions. It is concluded that debate is an effective strategy for strengthening critical thinking in school contexts, which is relevant for achieving the graduate profile and fostering the development of critical, reflective, and proactive citizens.
The present research aimed to determine the influence of debate as a didactic strategy on the development of critical thinking in basic education students. The study was conducted using a quantitative approach, applied type, with a quasi-experimental design. The population consisted of secondary-level students from a public educational institution, and the sample was intentionally selected. A test was used as an instrument to measure the level of critical thinking before and after the intervention. The theoretical framework addressed the variables "debate" and "critical thinking," considering relevant conceptual foundations and empirical background. Data analysis was carried out using descriptive and inferential statistics through the online platform Stats Kingdom. The results showed a significant improvement in the level of critical thinking after implementing debate as a strategy, demonstrating progress in information analysis skills, drawing implications, arguing positions, and proposing alternative solutions. It is concluded that debate is an effective strategy for strengthening critical thinking in school contexts, which is relevant for achieving the graduate profile and fostering the development of critical, reflective, and proactive citizens.
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Keywords
Pensamiento crítico, Debate, Aprendizaje basado en proyectos, Estrategia didáctica, Educación secundaria, Habilidades argumentativas