Autor(es):
Franco, Amanda Helena Rodrigues 
; Almeida, Leandro S. ; Saiz, Carlos
Data: 2014
Identificador Persistente: http://hdl.handle.net/1822/30122
Origem: RepositóriUM - Universidade do Minho
Assunto(s): Pensamiento cr??tico; Competencias transversales; Ense??anza superior; Evaluaci??n; Critical thinking; Transferable skills; Higher education; Assessment
Descrição
En un contexto sociocultural caracterizado
por la seguridad de que los j??venes se
enfrentar??n en cada momento a dudas,
ambig??edades y cambios r??pidos, y en el
que es necesario saber dar sentido a informaci??n contradictoria, tomar decisiones
dif??ciles, y solucionar problemas complejos,
el pensamiento cr??tico surge como
algo m??s que ???llevar la contraria???. Este es
un recurso cognitivo al que se le ha dado
gradualmente una importancia significativa,
considerando la relaci??n de esta competencia
transversal con variables como rendimiento acad??mico o ??xito en la vida cotidiana. Con el objetivo de aclarar un poco el concepto de pensamiento cr??tico, presentamos su definici??n; discutimos la importancia que tiene en el ??mbito acad??mico, personal y profesional; analizamos datos encontrados con la evaluaci??n de una muestra de estudiantes de grado y pos-grado utilizando el test Halpern Critical Thinking Assessment (Halpern, 2010).
Los datos obtenidos permiten identificar
diferencias en las medias entre los alumnos
en funci??n de su grado (licenciatura, m??ster, o doctorado) y su ??rea cient??fica de estudios (ciencias sociales y humanas, o ciencias y tecnolog??as). A partir de estos resultados efectuamos algunas consideraciones
sobre el lugar que ocupa - y que deber?? ocupar - el pensamiento cr??tico en el cuadro de la ense??anza superior. In a sociocultural context defined by the
fact that young adults will sooner or later
be facing doubts, ambiguity, and fast
changes, and in which it is necessary to
be able to make sense of contradictory information,
make hard decisions, and solve
complex problems, critical thinking seems
to reveal itself as something more than
???gainsaying???. This is a cognitive resource
that has gradually been receiving significant
importance, considering the relationship
between this transferable skill and
variables such as academic performance,
or success in daily life. To help clarify the
concept of critical thinking, through the
Halpern Critical Thinking Assessment test
(Halpern, 2010), we present its definition;
discuss its importance in academic learning,
everyday life, and job market; analyze data obtained by assessing a sample
of graduate degree, master???s degree, and
doctorate students. According to our data,
students??? average grades vary according
to the type of degree studied (bachelor???s
degree, master???s degree, or doctorate), and
the scientific field of study (social sciences,
or science and technology). From these
findings, we make some considerations
about the place that critical thinking occupies
- and the place it should occupy - in
higher education.
