Efecto del Aprendizaje Basado en Problemas en el pensamiento crítico de estudiantes de educación secundaria
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Date
2026-03-25
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El presente estudio se desarrolló con el propósito de determinar en qué medida la estrategia del Aprendizaje Basado en Problemas (ABP) incrementa significativamente el pensamiento crítico en los estudiantes de educación secundaria. La investigación se enmarcó en el paradigma positivista y adoptó un enfoque cuantitativo, de tipoaplicado, con un alcance causal–explicativo. El diseño fue cuasiexperimental, conformado por una muestra de 44 estudiantes, distribuidos en un grupo experimental y un grupo control. Para medir las capacidades críticas se aplicó un pretest y un postest, utilizando la prueba validada de pensamiento crítico elaborada por Milagros Milla, que evalúa las dimensiones de analizar información, inferir implicancias, proponer alternativas de solución y argumentar posición. La intervención pedagógica se desarrolló según las cuatro etapas del ABP propuestas por Gutiérrez et al. (2012) que comprenden la definición del problema, la formulación de hipótesis y plan de trabajo, el período de estudio independiente y a discusión de los nuevos conocimientos. El análisis estadístico permitió contrastar los resultados y determinar el efecto de la estrategia sobre las variables estudiadas. Los hallazgos evidencian que el ABP es una estrategia pedagógica efectiva que fortalece significativamente el pensamiento crítico en los estudiantes de educación secundaria.
The present study was conducted with the purpose of determining to what extent the Problem-Based Learning (PBL) strategy significantly increases critical thinking in secondary education students. The research was framed within the positivist paradigm and adopted a quantitative, applied approach with a causal- explanatory scope. The design was quasi-experimental, involving a sample of 44 students distributed into an experimental group and a control group. To assess critical thinking skills, a pretest and a post-test were administered using the validated Critical Thinking Test developed by Milagros Milla, which evaluates the dimensions of information analysis, inference of implications, proposal of alternative solutions, and argumentation of position. The pedagogical intervention was developed according to the four stages of PBL proposed by Gutiérrez et al. (2012) which include problem definition, hypothesis formulation and work plan, independent study, and discussion of new knowledge. Statistical analysis allowed for the comparison of results and the determination of the strategy’s effect on the studied variables. The findings show that PBL is an effective pedagogical strategy that significantly strengthens critical thinking in secondary school students.
The present study was conducted with the purpose of determining to what extent the Problem-Based Learning (PBL) strategy significantly increases critical thinking in secondary education students. The research was framed within the positivist paradigm and adopted a quantitative, applied approach with a causal- explanatory scope. The design was quasi-experimental, involving a sample of 44 students distributed into an experimental group and a control group. To assess critical thinking skills, a pretest and a post-test were administered using the validated Critical Thinking Test developed by Milagros Milla, which evaluates the dimensions of information analysis, inference of implications, proposal of alternative solutions, and argumentation of position. The pedagogical intervention was developed according to the four stages of PBL proposed by Gutiérrez et al. (2012) which include problem definition, hypothesis formulation and work plan, independent study, and discussion of new knowledge. Statistical analysis allowed for the comparison of results and the determination of the strategy’s effect on the studied variables. The findings show that PBL is an effective pedagogical strategy that significantly strengthens critical thinking in secondary school students.
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Keywords
Aprendizaje Basado en Problemas, Pensamiento crítico, Estudiantes, Educación secundaria, Estrategia, Aprendizaje significativo