Estrategia metodológica integrada para el fortalecimiento del pensamiento crítico en niñas y niños de 5 a 6 años del grado transición de la institución educativa Eustaquio Palacios, Sede Mariscal Jorge Robledo

Abstract

Being a teacher gives us the opportunity to know what are the strengths and weaknesses of our students of this time, since over time they are creating new challenges as educators, what was exposed throughout this work focused on the study of a integrated strategy for the strengthening of critical thinking, posing the following question that opens our thesis research What to do for girls and boys between 5 and 6 years of age studying at the Educational Institution Eustaquio Palacios, Sede Mariscal Jorge Robledo can they achieve greater skills for solving problems, by strengthening their critical thinking? Making a diagnosis to know what is the initial situation in which students start, where 12 criteria and / or thinking skills taken from the authors were evaluated: Gutiérrez Sáenz and his contribution with the study of rational thought, Villarini, with the thought systematic and decision-making, Dewey reflective thinking and finally with Edward De Bono with lateral thinking, such as: observe and identify the place and objects, analyze visual information, identify obstacles, reason information received, anticipate, infer, compare, classify and organize, discuss ideas, judgments and argue, manage, respect and negotiate points of view hypothesis management, decision making and propose solutions, it was found that students had pre-knowledge and some skills that they allowed to recognize, identify and relate objects, bases to enunciate a hypothesis in front of a situation, associate ideas and In addition to the information received with the information learned during the course of his life, at the same time it was observed that although the children had these pre-knowledge that allowed them to handle the situations presented on a day-to-day basis, they still it was necessary to carry out a deeper analysis of the information, either auditory or visual, in order to anticipate the facts and to classify, compare and organize their ideas in front of the problems suggested in these activities, with the compilation of this information and to begin To answer the question posed, the research was complemented by integrating other authors who talk about the study of such thought, Robert H. Ennis, Matthew Lipman, Harvey Siegel, Lev Vygotsky, Jean Piaget, Olivares and Heredia. In this way, we selected the most relevant information to design an integrated methodological strategy that would allow the strengthening of critical thinking, for this we base ourselves on the manipulation of the concrete and visual material proposed by Robert H Ennis, focusing on the creation of the models, since they are an observation of the reality in miniature, we began with the creation of the same ones, realizing three different scenarios, where moments of the daily life were evidenced which contained a real problematic to which the children and children of 5 to 6 can be faced years. For this creation we request the help of the parents and the students themselves, encouraging collaboration and team work from home. Once the models were completed, an intentional sample of 8 students was selected from among girls and boys of the transition degree, organized in two groups of students as follows: Group 1 students who have obtained performance level between A and B (Low level), in the results of the diagnostic tests and group 2 the students that have obtained a level of performance between C and D (High level) in the results in the same diagnostic tests applied to the same 8 students. We started with the application of the first model "Let's play in the park", in which we could observe an advance in the skills of thinking that at the moment of the diagnosis had thrown us, the students already managed to identify which were the obstacles that presented themselves , proposed solutions, managed to make decisions, but still lacked to strengthen other skills such as inferring information to arrive at a judgment and good management of the argument. We proceeded to make the other two situations represented in the models "Arriving at the new house" and "The zoo went crazy", with the application of these two new activities we managed to experience a significant advance to those found in the initial diagnosis and in the application of the first model, finding that the 8 boys and girls completed this work fulfilling the 12 skills that were intended to work, the 8 students managed to meet the goal and reach the goal, where a comparison was made for example with one of the girls (Shaira) that at the time of diagnosis only showed a skill in one of the descriptors, but at the end of the application of the strategy, it was possible to achieve all of them. All the students made a comparison and complete analysis of the presented situation, they were able to argue their ideas against their knowledge, they worked as a team interacting with each other and in turns, they identified the obstacle and in front of it they issued a judgment with argumentation and later they offered alternatives of solution, so that all the members could be satisfied and in agreement with the final proposal. Therefore, we find that, with this work, if an effective strengthening of critical thinking is achieved, providing the opportunity to these children, that playing can be learned and more important than this, develop skills which will allow.