Pensamiento Crítico en educación secundaria: una revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El siglo XXI ha traído consigo un cambio en la forma de actuar y pensar requiriendo ciudadanos que respondan estas exigencias y sistemas educativos que promuevan espacios para generar el Pensamiento Crítico (PC). El objetivo de este artículo fue analizar los aportes conceptuales y publicaciones realizadas a través de una revisión sistemática sobre PC en educación secundaria desde 2019 hasta 2023. El estudio documental consistió en la selección de 30 artículos científicos sobre PC en revistas electrónicas indexadas en Scopus, Scielo y Web of Science; los resultados de búsquedas indican que España es uno de los países pioneros sobre el tema PC con un 33% de las producciones; por lo tanto, se concluye que el PC es materia de investigación, su desarrollo es limitado en la educación secundaria pero puede abordarse desde distintas disciplinas curriculares, demanda de docentes pensadores críticos, formados, capacitados, y conocedores de sus campos temáticos amparados en un currículo flexible que considere contenidos y espacios que lo fomenten.
The 21st century has brought with it a change in the way we act and think requiring citizens who respond to these demands and educational systems that promote spaces to generate Critical Thinking (CP). The aim of this article was to analyze the conceptual contributions and publications made through a systematic review on CP in secondary education from 2019 to 2023. The documentary study consisted of the selection of 30 scientific articles on CP in electronic journals indexed in Scopus, Scielo and Web of Science; the search results indicate that Spain is one of the pioneer countries on the topic CP with 33% of the productions; Therefore, it is concluded that CP is a subject of research, its development is limited in secondary education but it can be approached from different curricular disciplines, it demands teachers who are critical thinkers, trained, qualified, and knowledgeable in their thematic fields, supported by a flexible curriculum that considers contents and spaces that encourage it.
The 21st century has brought with it a change in the way we act and think requiring citizens who respond to these demands and educational systems that promote spaces to generate Critical Thinking (CP). The aim of this article was to analyze the conceptual contributions and publications made through a systematic review on CP in secondary education from 2019 to 2023. The documentary study consisted of the selection of 30 scientific articles on CP in electronic journals indexed in Scopus, Scielo and Web of Science; the search results indicate that Spain is one of the pioneer countries on the topic CP with 33% of the productions; Therefore, it is concluded that CP is a subject of research, its development is limited in secondary education but it can be approached from different curricular disciplines, it demands teachers who are critical thinkers, trained, qualified, and knowledgeable in their thematic fields, supported by a flexible curriculum that considers contents and spaces that encourage it.
Description
Vol. 7, No. 31