Resumo

CASTRO MARRON, Maria Sonia; CHURA QUISPE, Gilber; VERASTEGUI QUINTANILLA, Amparo  e  CALDERON CARAZAS, Sugey Milagros. Cognitive and socio-affective strategies in the critical thinking of Peruvian teachers. Rev. Mendive [online]. 2023, vol.21, n.1  Epub 30-Mar-2023. ISSN 1815-7696.

Critical Thinking is a fundamental skill in the practice of teachers, but there is a lack of attention towards its development or strengthening due to ignorance of appropriate strategies. Faced with this situation, the use of cognitive and socio-affective strategies emerges as an alternative. The objective of this research is to verify if the use of Cognitive and Socioaffective Strategies (ECS) improves the Critical Thinking of Regular Basic Education teachers. The study is of a quantitative type, quasi-experimental, longitudinal and explanatory level design. We worked with 60 teachers from the primary and secondary levels, of which 40 constituted the Control Group (GC) and 20 the Experimental Group (GE). For the measurement, a Critical Thinking questionnaire was used with adequate indices of validity and internal consistency (á = 0.93). The main results revealed that in the pretest there is no significant difference between the Control Group and the Experimental Group; while after the intervention of the Cognitive and Socio -effective Strategies the difference was high and significant in both groups (p < 0.05; TE > 0.5). In conclusion, Cognitive and Socioaffective Strategies significantly improve the Critical Thinking of basic education teachers.

Palavras-chave : analysis; communication; cognitive strategies; socio-affective strategies; Critical thinking; synthesis.

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