A tool for the development of critical thinking in children of cycle two of the Kennedy IED School
Summary
In this qualitative research, the audiovisual text - short film is considered as a tool that contributes to the development of critical thinking in children of cycle two of the Kennedy IED School and the action-research method was used in a practical-deliberative modality. The collection techniques applied were 38 participant observations with 63 students from cycle two (with a semi-structured observation guide as an instrument); four semi-structured interviews applied to two third and fourth grade teachers, a teacher director and an expert in audiovisual creation; in addition to three semi-structured group interviews with students (with an interview script as an instrument) and two semi-structured interviews with the course directors, at the end of each research cycle, for the evaluation of the implementation proposal. This information was analyzed through a thematic analysis for the observations (central collection technique), and the content analysis technique for the interviews, specifically with the technique of "distilling the information". For this process, we rely on the concepts of critical thinking and short film. The results obtained indicated that the implementation of reading practices, thinking routines and guiding questions are fundamental processes to initiate a development of critical thinking in children, because these strategies promote skills for children to know, understand, apply, give their opinion, argue , evaluate and can create. On the other hand, Said information was analyzed through a thematic analysis for the observations (central collection technique), and the content analysis technique for the interviews, specifically with the technique of "distilling the information". For this process, we rely on the concepts of critical thinking and short film. The results obtained indicated that the implementation of reading practices, thinking routines and guiding questions are fundamental processes to initiate a development of critical thinking in children, because these strategies promote skills for children to know, understand, apply, give their opinion, argue , evaluate and can create. On the other hand, Said information was analyzed through a thematic analysis for the observations (central collection technique), and the content analysis technique for the interviews, specifically with the technique of "distilling the information". For this process, we rely on the concepts of critical thinking and short film. The results obtained indicated that the implementation of reading practices, thinking routines and guiding questions are fundamental processes to initiate a development of critical thinking in children, because these strategies promote skills for children to know, understand, apply, give their opinion, argue , evaluate and can create. On the other hand, specifically with the technique of "distilling the information". For this process, we rely on the concepts of critical thinking and short film. The results obtained indicated that the implementation of reading practices, thinking routines and guiding questions are fundamental processes to initiate a development of critical thinking in children, because these strategies promote skills for children to know, understand, apply, give their opinion, argue , evaluate and can create. On the other hand, specifically with the technique of "distilling the information". For this process, we rely on the concepts of critical thinking and short film. The results obtained indicated that the implementation of reading practices, thinking routines and guiding questions are fundamental processes to initiate a development of critical thinking in children, because these strategies promote skills for children to know, understand, apply, give their opinion, argue , evaluate and can create. On the other hand, because these strategies promote skills for children to know, understand, apply, express opinions, argue, evaluate and be able to create. On the other hand, because these strategies promote skills for children to know, understand, apply, express opinions, argue, evaluate and be able to create. On the other hand,
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