Del razonamiento deductivo al estudio de casos como estrategia didáctica para desarrollar el pensamiento crítico
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La educación y el desarrollo humano dependen mucho del marco referencial de la pedagogía y de la misma didáctica. Por lo tanto, el estudio buscó analizar la relación entre el estudio de casos y el pensamiento crítico en la educación escolar. El estudio se basa en el enfoque cualitativo con énfasis en la teoría fundamentada. Mediante la triangulación teórica se recoge y analiza algunos conceptos de pensamiento crítico y se determina las habilidades que se movilizan en él y el estudio de casos. La teoría fundamentada ha permitido situar el estudio de casos en el plano de la didáctica. Como hallazgos se consiguió discriminar y plantear cinco procesos del estudio de casos como estrategia que desarrolla el pensamiento crítico (ECPC). El análisis documental ha determinado la relación entre el estudio de casos y las habilidades de pensamiento crítico en base a los procesos cognitivos, se concluye la que ambas categorías desarrollan procesos cognitivos al momento de tomar decisiones y permiten proponer un nuevo concepto en estricto sentido de la didáctica.
Education and human development depend heavily on the referential framework of pedagogy and didactics itself. Therefore, the study sought to analyze the relationship between case studies and critical thinking in school education. The study is based on the qualitative approach with emphasis on grounded theory. Through theoretical triangulation, some concepts of critical thinking are collected and analyzed and the skills that are mobilized in it and the case study are determined. Grounded theory has made it possible to situate the case study in the didactic plane. As findings, it was possible to discriminate and propose five processes of the case study as a strategy that develops critical thinking (ECPC). The documentary analysis has determined the relationship between the case study and critical thinking skills based on cognitive processes, it is concluded that both categories develop cognitive processes at the time of making decisions and allow proposing a new concept in the strict sense of didactics.
Education and human development depend heavily on the referential framework of pedagogy and didactics itself. Therefore, the study sought to analyze the relationship between case studies and critical thinking in school education. The study is based on the qualitative approach with emphasis on grounded theory. Through theoretical triangulation, some concepts of critical thinking are collected and analyzed and the skills that are mobilized in it and the case study are determined. Grounded theory has made it possible to situate the case study in the didactic plane. As findings, it was possible to discriminate and propose five processes of the case study as a strategy that develops critical thinking (ECPC). The documentary analysis has determined the relationship between the case study and critical thinking skills based on cognitive processes, it is concluded that both categories develop cognitive processes at the time of making decisions and allow proposing a new concept in the strict sense of didactics.
Description
Vol. 7, No. 31