La lectura narrativa como estrategia para fortalecer el pensamiento crítico en los estudiantes
Through critical thinking, multiple skills can be enhanced, which is indispensable for the formation of individuals in the 21st century, since it allows them to understand, argue, question and solve problems efficiently. That is why this research project has as its main objective is to determine how...
- Autores:
-
Charris Salas, María Isabel
Maldonado Domínguez, Yaledis María
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/7555
- Acceso en línea:
- https://hdl.handle.net/11323/7555
https://repositorio.cuc.edu.co/
- Palabra clave:
- Critical thinking
Narrative reading
Motivational strategies
Reading process
Teachers
Students
Pensamiento crítico
Lectura narrativa
Estrategias motivadoras
Proceso lector
Docentes
Estudiantes
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | Through critical thinking, multiple skills can be enhanced, which is indispensable for the formation of individuals in the 21st century, since it allows them to understand, argue, question and solve problems efficiently. That is why this research project has as its main objective is to determine how narrative reading strengthens the critical thinking of 2nd grade elementary students. This study is a pedagogical initiative, which starts with the use of narrative texts to strengthen students' thinking, taking into account the importance of the reading process in the formation of children. The research cites authors such as Daniel Cassany, Emilia Ferreiro and Isabel Solé. They establish, from their postulates, fundamental aspects in the reading process for the development of critical thinking. The research was based on an interpretative paradigm, in this sense, it is developed under the Introspective-Vivencial Epistemological approach and part of qualitative research, the object of study is focused on a finite population of 31 students of 2nd grade of basic primary education and ages between 7 and 9 years old. Instruments such as observation, interview, and focus group applied to teachers and students were used. It was found that narrative reading strengthens students' critical thinking. It is important that teachers seek pedagogical alternatives that allow them to develop this thinking in students through narrative reading as a cross-cutting theme. |
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