Palabras clave:
Razonamiento, Pensamiento crítico, Orientación metacognitivaResumen
El principal objetivo del presente trabajo ha sido la evaluación de un programa de enseñanza para mejorar la calidad del razonamiento y el pensamiento crítico de los alumnos de 12 a 15 años cuando tienen que enfrentarse con textos argumentativos. El programa ha sido diseñado para facilitar la toma de conciencia de los sesgos y errores del razonamiento que se cometen cuando se trata de entender y valorar los distintos tipos de argumentos y explicaciones incluidos en los textos académicos. Debido a sus características, puede considerarse como programa de orientación metacognitiva y contextualizado en las áreas curriculares. Su efectividad se ha puesto a prueba comparando los resultados de su aplicación con los de la aplicación de un programa paralelo centrado en la enseñanza de los contenidos temáticos de la instrucción. Participaron en el estudio 84 sujetos divididos en cuatro grupos, dos experimentales -uno por cada uno de los programas utilizados- y dos de control, uno por cada grupo experimental. Los sujetos del grupo experimental fueron entrenados durante 50 horas, en sesiones de hora, dos veces por semana. La efectividad del entrenamiento se ha evaluado a través de una nueva batería de tests. Los resultados han puesto de manifiesto la superioridad de los sujetos del programa experimental principal en la mayoría de las medidas. En el trabajo se comentan las implicaciones de estos resultados en relación con las teorías del aprendizaje y la instrucción.
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