Prácticas pedagógicas emergentes para el desarrollo del pensamiento de orden superior en el contexto universitario
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Fecha
2022
Autores
Flórez Gutiérrez, Alfredo
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La propuesta de tesis doctoral buscó posicionar el Pensamiento de Orden Superior (POS)
como categoría emergente asociada a prácticas pedagógicas innovadoras, que facilitaron la
formación de estudiantes universitarios con mayor criterio, criticidad, creatividad, capacidad de
resolución de problemas a partir de la comprensión de las interacciones que rodean los
fenómenos, y la toma de consciencia de su rol en la construcción de una era planetaria. El estudio
respondió a la necesidad de desarrollar nuevas formas de enseñar a pensar, para lo cual se plantea
tanto el desarrollo de las habilidades cognitivas como de las metacognitivas.
Consecuente con su enfoque cualitativo, se desarrolló como metodología la investigaciónacción propuesta por Elliot (1993), con una dinámica de trabajo por grupo focal. El desarrollo de
habilidades implícitas del POS se basó en la “teoría por procesos”, propuesta por Sánchez (1996),
articulada a la generación de prácticas pedagógicas emergentes en el marco de un paradigma
complejo. El grupo focal se conformó con once docentes pertenecientes a tres áreas de
conocimiento (Taller de lengua, Técnicas de aprendizaje e Inglés), desde las cuales se logró
trabajar con 426 estudiantes de primer ingreso, agrupados en 16 cursos.
El proceso investigativo logró configurar un modelo para el desarrollo del POS a partir de
la organización de prácticas pedagógicas emergentes desde un enfoque educativo complejo. Así
mismo, se concibió fundamentar la articulación de las categorías POS y Complejidad desde las tres
áreas de conocimiento. En consecuencia, de las prácticas impartidas se demostró la efectividad en
el desarrollo del POS, valorado desde la producción creativa y desde la aplicación de pruebas
transversales, al igual que se evidenció un alto grado de aceptación e incidencia en el proceso
formativo de los estudiantes.
The doctoral thesis proposal sought to position Higher Order Thinking –HOT– as an emerging category associated with innovative pedagogical practices, which facilitated the formation of university students with greater criteria, critical thinking, creativity, problem-solving skills based on the understanding of the interactions surrounding phenomena, and awareness of their role in the construction of a planetary era. The study responded to the need to develop new ways of teaching how to think, for which both the development of cognitive and metacognitive skills is proposed. Consistent with its qualitative approach, the Action Research proposed by Elliot (1993) was developed as a methodology, with a focus group work dynamic. The development of implicit higher order thinking skills – HOTS – was based on the "process theory" proposed by Sánchez (1996), articulated to the generation of emerging pedagogical practices within the framework of a complex paradigm. The focus group was made up of eleven teachers belonging to three areas of knowledge (Language Workshop, Learning Techniques and English), from which 426 first-year students, grouped in 16 courses, were able to work. The research process was able to configure a model for the development of the HOT based on the organization of emerging pedagogical practices from a complex educational approach, which has been called Complex Superior Thinking – CST. Likewise, the articulation of the HOT and complexity categories was conceived to be based on the three areas of knowledge. Consequently, from the practices taught, it was demonstrated the effectiveness in the development of the HOT, valued from the creative production and from the application of transversal tests, as well as a high degree of acceptance and incidence in the formative process of the students was evidenced
The doctoral thesis proposal sought to position Higher Order Thinking –HOT– as an emerging category associated with innovative pedagogical practices, which facilitated the formation of university students with greater criteria, critical thinking, creativity, problem-solving skills based on the understanding of the interactions surrounding phenomena, and awareness of their role in the construction of a planetary era. The study responded to the need to develop new ways of teaching how to think, for which both the development of cognitive and metacognitive skills is proposed. Consistent with its qualitative approach, the Action Research proposed by Elliot (1993) was developed as a methodology, with a focus group work dynamic. The development of implicit higher order thinking skills – HOTS – was based on the "process theory" proposed by Sánchez (1996), articulated to the generation of emerging pedagogical practices within the framework of a complex paradigm. The focus group was made up of eleven teachers belonging to three areas of knowledge (Language Workshop, Learning Techniques and English), from which 426 first-year students, grouped in 16 courses, were able to work. The research process was able to configure a model for the development of the HOT based on the organization of emerging pedagogical practices from a complex educational approach, which has been called Complex Superior Thinking – CST. Likewise, the articulation of the HOT and complexity categories was conceived to be based on the three areas of knowledge. Consequently, from the practices taught, it was demonstrated the effectiveness in the development of the HOT, valued from the creative production and from the application of transversal tests, as well as a high degree of acceptance and incidence in the formative process of the students was evidenced
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Palabras clave
Pensamiento de orden superior, Práctica pedagógica emergente, Paradigma complejo, Higher order thinking, Emergent pedagogical practice, Complex paradigm