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Loaiza Zuluaga, Y. E., Gil Duque, G. M., & David Narváez, F. A. (2020). A study of critical thinking in higher education students. Latinoamericana De Estudios Educativos, 16(2), 256–279. https://doi.org/10.17151/rlee.2020.16.2.13
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Yasaldez Eder Loaiza Zuluaga
Universidad Católica de Manizales
Gloria Matilde Gil Duque
Universidad Católica de ManizalesFabián Andrés David Narváez
Universidad Católica de ManizalesResumen
El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico. Además, se utilizó una metodología mixta, comenzando con la aplicación de la prueba de lectura, el análisis de datos sobre cómo los estudiantes infieren, interpretan y analizan el contenido de un texto antes de comenzar un curso comunicativo. La propuesta se adapta a partir de la información de variables obtenidas. Una de las conclusiones muestra que el perfil profesional es un factor determinante en el resultado y que la motivación y el interés son sobresalientes en el proceso de lectura y escritura. Del mismo modo, enseñar a los estudiantes cómo evaluar sus propios procesos y ayudar a los maestros a incluir lecturas críticas en sus planes de estudio ayudará a desarrollar habilidades efectivas asociadas con el pensamiento crítico. El objetivo general del proyecto de investigación es fortalecer el Pensamiento Crítico y la capacidad argumentativa de los estudiantes de las Facultades de Administración; Ciencias de la Salud; Ingeniería y arquitectura; Ciencias sociales, humanidades y teología a través de estrategias de lectura y escritura. Se utilizó una metodología mixta donde los investigadores diseñaron y evaluaron 2 textos de lectura crítica. Cada texto tiene 10 preguntas organizadas en 3 niveles de lectura (literal, inferir y crítico). Luego 158 estudiantes tomaron el examen y finalmente se obtuvieron datos de diferentes variables. Como resultado, es sorprendente que, de acuerdo con el perfil profesional, algunas carreras serán más argumentativas que otras. Algunas conclusiones evidencian la falta de pensamiento crítico entre los estudiantes.
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Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). Psychology Press.
Huber, C. R., and Kuncel, N. R. (2016). Does college teach critical thinking? A metaanalysis. Review of Educational Research, 86(2), 431-468. Doi: https://doi. org/10.3102/0034654315605917
Jensen, J.M. and Worth, B. (2014). Valuable knowledge: students as consumers of critical thinking in the community college classroom. Journal of general education 63(4), 287-308. Doi: https://doi.org/10.1353/jge.2014.0025
Kuhn, D., and Dean, Jr., D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268–274. Doi: https://doi.org/10.1207/s15430421tip4304_4
Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students’ reading practices. Journal of english for academic purposes. 20, 149-161. https://doi.org/10.1016/j.jeap.2015.09.004
Liu, O. L., Frankel, L., and Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment: assessing critical thinking in higher education. ETS Research Report Series, 2014(1), 1-23. https://doi.org/10.1002/ets2.12009
Liu, O. L., Mao, L., Frankel, L., and Xu, J. (2016). Assessing critical thinking in higher education: The HEIghtenTM approach and preliminary validity evidence. Assessment and evaluation in higher education, 41(5), 677-694. https://doi.org/10.1080/02602938.2016.1168358
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4
McKoon, G., and Ratcliff, R. (2018). Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis. Journal of memory and language, 102, 115-129. https://doi.org/10.1016/j.jml.2018.05.005
Ministerio de Educación Nacional (MEN). (2018). Módulo de Competencia genérica. Guía de orientación Saber Pro. Retrieved from: https://www.icfes.gov.co/documents/20143/496194/Guia%20de%20orientacion%20modulos%20de%20competencias%20genericas-saber-pro-2018.pdf
Mohd Zin, Z., Bee, E. W., and Rafik-Galea, S. (2014). Critical reading ability and its relation to l2 proficiency of malaysian esl. 3L: The southeast asian journal of english language studies, 20(02), 43-54. https://doi.org/10.17576/3L-2014-2002-04
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 409-449). San Diego, CA: Academic Press.
Niu, L., Behar-Horenstein, L. S., and Garvan, C. W. (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educational research review. 9, 114-128. https://doi.org/10.1016/j.edurev.2012.12.002
Ollerton, N. (2020, april 30). Universidad católica de manizales: Meet the president. QS Top Universities. Retrieved from: https://www.topuniversities.com/where-to-study/latin-america/universidad-catolica-de-manizales-meet-president
Rao, S., Cameron, A. and Gaskin-Noel, S. (2009) Embedding general education competencies into an online information literacy course. Journal of library administration. 49(1-2), 59-73, Doi: 10.1080/01930820802310858
Raths, L. E., Harmin, M., and Simon, S. B. (1978). Values and teaching: working with values in the classroom (2nd ed). C. E. Merrill Pub. Co.
Rivas, S. F., and Saiz, C. (2016). Instrucción en pensamiento crítico: influencia de los materiales en la motivación y el rendimiento. Revista latinoamericana de estudios educativos. 12(1), 91-106. Retrieved from: https://www.redalyc.org/articulo.oa?id=1341/134149742006
Roohr, K., Olivera-Aguilar, M., Ling,G. and Rikoon, S. (2019) A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment and evaluation in higher education. 44(6), 946-960, Doi:10.1080/02602938.2018.1556776
Schroyens, W.J. and Schacken, W. (2005). Issues in reasoning about iffy propositions: the development of deductive rationality in conditional reasoning. University of Leuven, Belgium. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8ED216F5C38A9230EFAEB66433B986BA?doi=10.1.1.598.7593&rep=rep1&type=pdf
UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris, France: the United Nations Educational, Scientific and Cultural Organization. Universidad Católica de Manizales. (s. f.). About UCM. Strategic Plataform. Recuperado 7 de julio de 2020, de http://www.ucm.edu.co/en/strategic-plataform/
Van Dusen, G. C. (1997). The virtual campus: technology and reform in higher education. graduate school of education and human development, George Washington University.
Weston, A. (2005). Las claves de la argumentación. (11 ed.). Barcelona, España: Ariel.
Ahumada, L. K., and Sanchez, I. D. (2019). Application of the Wilcoxon Test to correlate the results of the saber 11 and saber T&T test. In IOP conference series: materials science and engineering. 519(1), 012034. IOP Publishing.Doi: https://doi.org/10.1088/1757-899X/519/1/012034
Association of American Colleges and Universities (AAC&U). (2009). Inquiry and analysis VALUE rubric. Retrieved from https://www.aacu.org/value/rubrics/inquiry-analysis
Benedict, J. (2013). Using popular-press nutrition books to develop critical reading skills of first-year college students. Journal of nutrition education and behavior, 45(2), 188-190. Doi: 10.1016/j.jneb.2012.07.006
Breivik, P. S. (2005). 21st century learning and information literacy. Change: the magazine of higher learning, 37(2), 21-27. Doi: https://doi.org/10.3200/CHNG.37.2.21-27
Behar-Horenstein, L. S., and Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching and Learning (TLC), 8(2). Doi: https://doi.org/10.19030/tlc.v8i2.3554
Black, S. (2005). Teaching students to think critically. The education digest, 70(6), 42-47.
Bartlett, B. and Clarence, Ng (Eds.). (2017). Improving reading and reading engagement in the 21st century. International Research and Innovation. Singapore: Springer.
Brandt, D. (2011). Literacy as involvement: the acts of writers, readers, and texts. Southern Illinois University Press.
Domínguez, C. (coord.). (2018). A European review on critical thinking educational practices in higher education Institutions (Crithinkedu project).Vila Real: UTAD.
DiCarlo, S.E. (2009). Too much content, not enough thinking, and too little FUN! Advances in physiology education, 33(4), 257-264. Doi: https://doi.org/10.1152/advan.00075.2009
Franco, A., Sousa, A.S. and Vieira, R.M. (2019). How to become an informed citizen in the (dis)information society? recommendations and strategies to mobilize one’s critical thinking. Sinergias diálogos educativos para a transformação social, 9, 45-58.
Gokcora,D and DePaulo,D. (2018). Frequent quizzes and student improvement of reading: a pilot study in a community college setting. SAGE Open. 8 (2), 1-9. Doi: https://doi.org/10.1177/2158244018782580
Hamby, B.S. (2014). The virtues of critical thinkers. (Doctoral thesis). University of New Hampshire. Retrieved from: https://macsphere.mcmaster.ca/bitstream/11375/15847/1/The%20Virtues%20of%20Critical%20Thinkers%20FINAL%20COPY.pdf
Halpern, D. F. (1998). Teaching critical thinking across domains: dispositions, skills, structure training, and metacognitive monitoring. The american psychologist. 53(4), 449–455. Doi: 10.1037/0003-066X.53.4.449
Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The journal of general education, 50(4), 270–286. Doi: 10.1353/jge.2001.0024
Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). Psychology Press.
Huber, C. R., and Kuncel, N. R. (2016). Does college teach critical thinking? A metaanalysis. Review of Educational Research, 86(2), 431-468. Doi: https://doi. org/10.3102/0034654315605917
Jensen, J.M. and Worth, B. (2014). Valuable knowledge: students as consumers of critical thinking in the community college classroom. Journal of general education 63(4), 287-308. Doi: https://doi.org/10.1353/jge.2014.0025
Kuhn, D., and Dean, Jr., D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268–274. Doi: https://doi.org/10.1207/s15430421tip4304_4
Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students’ reading practices. Journal of english for academic purposes. 20, 149-161. https://doi.org/10.1016/j.jeap.2015.09.004
Liu, O. L., Frankel, L., and Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment: assessing critical thinking in higher education. ETS Research Report Series, 2014(1), 1-23. https://doi.org/10.1002/ets2.12009
Liu, O. L., Mao, L., Frankel, L., and Xu, J. (2016). Assessing critical thinking in higher education: The HEIghtenTM approach and preliminary validity evidence. Assessment and evaluation in higher education, 41(5), 677-694. https://doi.org/10.1080/02602938.2016.1168358
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4
McKoon, G., and Ratcliff, R. (2018). Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis. Journal of memory and language, 102, 115-129. https://doi.org/10.1016/j.jml.2018.05.005
Ministerio de Educación Nacional (MEN). (2018). Módulo de Competencia genérica. Guía de orientación Saber Pro. Retrieved from: https://www.icfes.gov.co/documents/20143/496194/Guia%20de%20orientacion%20modulos%20de%20competencias%20genericas-saber-pro-2018.pdf
Mohd Zin, Z., Bee, E. W., and Rafik-Galea, S. (2014). Critical reading ability and its relation to l2 proficiency of malaysian esl. 3L: The southeast asian journal of english language studies, 20(02), 43-54. https://doi.org/10.17576/3L-2014-2002-04
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 409-449). San Diego, CA: Academic Press.
Niu, L., Behar-Horenstein, L. S., and Garvan, C. W. (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educational research review. 9, 114-128. https://doi.org/10.1016/j.edurev.2012.12.002
Ollerton, N. (2020, april 30). Universidad católica de manizales: Meet the president. QS Top Universities. Retrieved from: https://www.topuniversities.com/where-to-study/latin-america/universidad-catolica-de-manizales-meet-president
Rao, S., Cameron, A. and Gaskin-Noel, S. (2009) Embedding general education competencies into an online information literacy course. Journal of library administration. 49(1-2), 59-73, Doi: 10.1080/01930820802310858
Raths, L. E., Harmin, M., and Simon, S. B. (1978). Values and teaching: working with values in the classroom (2nd ed). C. E. Merrill Pub. Co.
Rivas, S. F., and Saiz, C. (2016). Instrucción en pensamiento crítico: influencia de los materiales en la motivación y el rendimiento. Revista latinoamericana de estudios educativos. 12(1), 91-106. Retrieved from: https://www.redalyc.org/articulo.oa?id=1341/134149742006
Roohr, K., Olivera-Aguilar, M., Ling,G. and Rikoon, S. (2019) A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment and evaluation in higher education. 44(6), 946-960, Doi:10.1080/02602938.2018.1556776
Schroyens, W.J. and Schacken, W. (2005). Issues in reasoning about iffy propositions: the development of deductive rationality in conditional reasoning. University of Leuven, Belgium. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8ED216F5C38A9230EFAEB66433B986BA?doi=10.1.1.598.7593&rep=rep1&type=pdf
UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris, France: the United Nations Educational, Scientific and Cultural Organization. Universidad Católica de Manizales. (s. f.). About UCM. Strategic Plataform. Recuperado 7 de julio de 2020, de http://www.ucm.edu.co/en/strategic-plataform/
Van Dusen, G. C. (1997). The virtual campus: technology and reform in higher education. graduate school of education and human development, George Washington University.
Weston, A. (2005). Las claves de la argumentación. (11 ed.). Barcelona, España: Ariel.
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