La interacción de la instrucción explícita del pensamiento crítico, el rendimiento de la escritura académica, la capacidad de pensamiento crítico y las disposiciones de pensamiento crítico: un estudio experimental

Ali Taghinezhad; Mohammad Javad Riasati

doi:10.46661/ijeri.4594

Autores/as

Ali Taghinezhad Islamic Azad University, Irán
Mohammad Javad Riasati Islamic Azad University, Irán

DOI:

https://doi.org/10.46661/ijeri.4594

Palabras clave:

Rendimiento académico de escritura, inventario de disposiciones de pensamiento crítico, instrucción explícita de pensamiento crítico, prueba de ensayo de pensamiento crítico de Ennis-Weir

Resumen

El presente estudio tuvo la intención de investigar la interacción de la enseñanza explícita del pensamiento crítico, el rendimiento de la escritura académica, la capacidad de pensamiento crítico y las disposiciones de pensamiento crítico de los estudiantes iraníes. Con este fin, se seleccionaron 140 estudiantes de la Universidad de Ciencias Médicas de Jahrom (73 hombres y 67 mujeres). Se dividieron en los grupos experimentales y de control. Ambos grupos recibieron instrucción en cursos de escritura académica durante 15 semanas 3 horas por semana. A los estudiantes de ambos grupos se les administraron pruebas previas y posteriores a la instrucción para examinar la efectividad de la instrucción. Se utilizaron tres instrumentos en este estudio, incluyendo la prueba de ensayo desarrollada por el investigador, la Prueba de ensayo de pensamiento crítico Ennis-Weir y el Inventario de disposiciones de pensamiento crítico de California (CCTDI). La estadística descriptiva y la prueba t de muestras independientes se utilizaron para analizar los datos. Los resultados indicaron que hubo diferencias estadísticamente significativas entre las puntuaciones medias de los grupos experimental y control. Los resultados también mostraron que algunas subescalas de CCTDI no fueron significativamente diferentes en la prueba posterior, como la búsqueda de la verdad, la madurez cognitiva y la mentalidad abierta, mientras que las puntuaciones medias posteriores a la prueba de otras subescalas de CCTDI fueron significativamente diferentes, como analiticidad, curiosidad por TC, CT confianza en sí mismo y sistemática. El grupo experimental tuvo una puntuación más alta en la prueba de escritura académica en comparación con el grupo de control. Los cambios en la capacidad de pensamiento crítico de los estudiantes, el rendimiento de la escritura académica y sus disposiciones de pensamiento crítico sugieren que las técnicas de CT han sido fructíferas, y se deben hacer más esfuerzos para integrar la instrucción explícita en pensamiento crítico en los cursos académicos.

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