Examinando por Autor "Poblete Ruiz, Manuel"

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    Importance of teaching critical thinking in higher education and existing difficulties according to teacher´s views
    (Hipatia Editorial, 2021-02-02) Bezanilla, María José ; Galindo Domínguez, Héctor ; Poblete Ruiz, Manuel
    In our globalised, pluralistic, and often information-swamped society, critical thinking is recognised as an important competence to be developed in university education. In order to investigate this, 142 Latin American and Spanish teachers were asked about the importance of and potential for developing critical thinking in university education. Their responses were subjected to an inductive analysis, which lead to 13 categories about the reasons why it is important, and 11 categories about the potential and limitations for developing it in university education. These categories were found to remain statistically unchanged regardless of age, years of teaching experience, area of knowledge, gender and geographical area. Results show that teachers consider important to teach critical thinking at university and mainly for students to become good professionals in a complex world. Teachers believe it is possible to teach it, as long as active methodologies are used, in addition to other reasons, such as taking into account the lack of interest and preparation about critical thinking that students bring to university. Getting to know university teacher´s views about the importance and possibilities of teaching and learning critical thinking is crucial for the establishment of meaningful curriculum plans and learning activities for its development. 
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    Methodologies for fostering critical thinking skills from University students’ points of view
    (MDPI, 2023-01-27) Campo Carrasco, Lucía ; Galindo Domínguez, Héctor ; Bezanilla, María José ; Fernández Nogueira, Donna ; Poblete Ruiz, Manuel
    Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most effective for developing it. The results indicated that, based on students’ points of view, there were six methodologies that mainly contributed to developing critical thinking: Debates, project-based learning, practices in real contexts, doing research, cooperative learning, and case studies. These results were unanimous regardless of the student’s understanding of critical thinking: Analyzing/organizing, reasoning/arguing, questioning/asking oneself, evaluating, taking a position/taking a decision, compromising/acting. These findings have important theoretical and practical implications for teachers and educational institutions in relation to the development of critical thinking in higher education.
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    A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender
    (Frontiers Media S.A., 2023-02-14) Galindo Domínguez, Héctor; Bezanilla, María José ; Campo Carrasco, Lucía; Fernández Nogueira, Donna ; Poblete Ruiz, Manuel
    In the 21st century, critical thinking (CT) is regularly presented as one of the most important competences to be developed by a majority of educational institutions. Teachers are expected to change and enrich their teaching and learning methodologies so that students could face future challenges. Nonetheless, few are the instruments that measure the perception of critical thinking based on teachers’ conception. The aim of this study is to design and validate an instrument for the assessment of CT in university students based on the conception of CT that university teachers have. For this study, a total of 312 Spanish university students have participated. Based on a good model fit from a Confirmatory Factor Analysis and good reliability indices, the results provide strength to the theoretical model to evaluate critical thinking in university students formed by six dimensions (Analyzing/Organizing; Reasoning/Argumenting; Questioning/Asking oneself; Evaluating; Positioning /Taking decisions, and Acting /Committing oneself) and 42 items. Similarly, age was not a predictor variable for the different dimensions; while gender was statistically in favor of women in some of the dimensions, and tendentially, the dimension of Positioning/Taking decisions, in favor of men. However, despite these differences, the model guaranteed its factorial invariance. These findings have important pedagogical implications for universities in particular, and educational institutions in general, when developing curricula and teaching plans that focus on the development of students’ critical thinking.