Critical thinking development by using the implicit content of songs

This study aimed to reveal the critical thinking development process of third English level students at a Languages Institute in a public University in Colombia when using the implicit content of songs through problem-based activities. A set of problem-based activities became the mechanism to achiev...

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Autores:
Tipo de recurso:
Fecha de publicación:
2019
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
eng
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/16057
Acceso en línea:
https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8900
https://repositorio.uptc.edu.co/handle/001/16057
Palabra clave:
Songs
Critical Thinking
Problem-based learning
Canciones
Pensamiento crítico
Aprendizaje basado en problemas
Rights
License
Copyright (c) 2019 ENLETAWA JOURNAL
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repository_id_str
spelling 2019-02-032024-07-08T14:32:31Z2024-07-08T14:32:31Zhttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/890010.19053/2011835X.8900https://repositorio.uptc.edu.co/handle/001/16057This study aimed to reveal the critical thinking development process of third English level students at a Languages Institute in a public University in Colombia when using the implicit content of songs through problem-based activities. A set of problem-based activities became the mechanism to achieve the prime goal of this study. The instruments from which the data was collected were video-recordings, focus group interviews and students’ artifacts. The findings revealed three main aspects according to the purpose of the research: the teacher must set up appropriate conditions to engage students in a critical thinking process, the participants’ critical thinking process can vary according to the different perspectives and activities implemented in the classroom and songs in university contexts can be used purposefully to activate thinking in the learning process.Este estudio tuvo como objetivo revelar el proceso de desarrollo de pensamiento crítico de los estudiantes de tercer nivel de inglés en una Universidad pública en Colombia cuando se utiliza el contenido implícito de canciones y actividades basadas en problemas. Una serie de actividades basadas en problemas se convirtió en el mecanismo para lograr el objetivo principal del estudio. Los instrumentos para la recolección de los datos fueron: videos, entrevista focalizada y artefactos de los estudiantes. Los resultados de la investigación revelaron tres aspectos principales relacionados con el propósito de la investigación: El docente debe establecer condiciones apropiadas para involucrar a los estudiantes en un proceso de pensamiento crítico. El proceso de pensamiento crítico de los estudiantes puede variar según las diferentes perspectivas y actividades implementadas en el aula. Finalmente, las canciones en contextos universitarios pueden ser usadas intencionalmente para activar el pensamiento en el proceso de aprendizaje.application/pdfengspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8900/7356Copyright (c) 2019 ENLETAWA JOURNALhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Enletawa Journal; Vol. 11 No. 1 (2018): Enletawa Journal; 13-32Enletawa Journal; Vol. 11 Núm. 1 (2018): Enletawa Journal January - June 2018; 13-322463-19652011-835XSongsCritical ThinkingProblem-based learningCancionesPensamiento críticoAprendizaje basado en problemasCritical thinking development by using the implicit content of songsDesarrollo del pensamiento crítico a través del uso del contenido implícito de cancionesinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Arias Casas, Daniel Antonio001/16057oai:repositorio.uptc.edu.co:001/160572025-07-18 11:15:27.086metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv Critical thinking development by using the implicit content of songs
dc.title.es-ES.fl_str_mv Desarrollo del pensamiento crítico a través del uso del contenido implícito de canciones
title Critical thinking development by using the implicit content of songs
spellingShingle Critical thinking development by using the implicit content of songs
Songs
Critical Thinking
Problem-based learning
Canciones
Pensamiento crítico
Aprendizaje basado en problemas
title_short Critical thinking development by using the implicit content of songs
title_full Critical thinking development by using the implicit content of songs
title_fullStr Critical thinking development by using the implicit content of songs
title_full_unstemmed Critical thinking development by using the implicit content of songs
title_sort Critical thinking development by using the implicit content of songs
dc.subject.en-US.fl_str_mv Songs
Critical Thinking
Problem-based learning
topic Songs
Critical Thinking
Problem-based learning
Canciones
Pensamiento crítico
Aprendizaje basado en problemas
dc.subject.es-ES.fl_str_mv Canciones
Pensamiento crítico
Aprendizaje basado en problemas
description This study aimed to reveal the critical thinking development process of third English level students at a Languages Institute in a public University in Colombia when using the implicit content of songs through problem-based activities. A set of problem-based activities became the mechanism to achieve the prime goal of this study. The instruments from which the data was collected were video-recordings, focus group interviews and students’ artifacts. The findings revealed three main aspects according to the purpose of the research: the teacher must set up appropriate conditions to engage students in a critical thinking process, the participants’ critical thinking process can vary according to the different perspectives and activities implemented in the classroom and songs in university contexts can be used purposefully to activate thinking in the learning process.
publishDate 2019
dc.date.accessioned.none.fl_str_mv 2024-07-08T14:32:31Z
dc.date.available.none.fl_str_mv 2024-07-08T14:32:31Z
dc.date.none.fl_str_mv 2019-02-03
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8900
10.19053/2011835X.8900
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/16057
url https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8900
https://repositorio.uptc.edu.co/handle/001/16057
identifier_str_mv 10.19053/2011835X.8900
dc.language.none.fl_str_mv eng
dc.language.iso.none.fl_str_mv spa
language eng
spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8900/7356
dc.rights.en-US.fl_str_mv Copyright (c) 2019 ENLETAWA JOURNAL
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright (c) 2019 ENLETAWA JOURNAL
https://creativecommons.org/licenses/by-nc-nd/4.0/
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Enletawa Journal; Vol. 11 No. 1 (2018): Enletawa Journal; 13-32
dc.source.es-ES.fl_str_mv Enletawa Journal; Vol. 11 Núm. 1 (2018): Enletawa Journal January - June 2018; 13-32
dc.source.none.fl_str_mv 2463-1965
2011-835X
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
_version_ 1839633842476941312

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