DEVELOPMENT OF CRITICAL THINKING IN THE UNIVERSITY CURRICULUM

• DOI: 10.22533/at.ed.5583342313095

• Palavras-chave: Critical thinking, curriculum, higher education, skills, students.

• Keywords: Critical thinking, curriculum, higher education, skills, students.

• Abstract:

  The third constitutional article in Mexico establishes the need to develop critical thinking in students; on the other hand, the new basic education curricular policy includes a training field on critical thinking. For this reason, the theoretical discussion on higher education postulates that university students must be critical, and to do so, from the formal curriculum and its development, critical thinking must be encouraged not only to fulfill the purposes of education at the level, but for the influence of its graduates in social transformation. Based on the review of the literature and a previous exploratory study in which teachers and students participated in the reflection on teaching in the Bachelor's Degree in Educational Intervention (LIE) of the National Pedagogical University of the State of Chihuahua (UPNECH) and the difficulties of the students in the process of implementation, development and evaluation of the intervention project, this research was carried out with a quantitative approach under a descriptive transectional design with the purpose of evaluating the critical thinking of the students and with it, making changes in teaching. A mixed questionnaire was designed with a reliability index of 80 and was applied to 55 fifth semester students. The skills that still need to be developed to intervene are inductive reasoning and argumentation, important for developing diagnoses and identifying areas of opportunity to transform them, so teachers must take them into account during their teaching.