Cited by 1,118Education and Critical Thinking DevelopmentEducational Strategies and EpistemologiesEFL/ESL Teaching and Learning

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Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.

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Halpern, Diane F.·1998·American Psychologist

DOI 10.1037/0003-066x.53.4.449

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Abstract

¿El objetivo principal de esta investigación-acción era identificar el impacto del entrenamiento de habilidades de pensamiento crítico en contextos de enseñanza-aprendizaje del idioma Inglés en un grupo de estudiantes de octavo grado de tres colegios públicos en Colombia. Noventa y tres estudiantes de las Instituciones Lorenza Villegas de Santos en Medellín, Francisco Manzanera Henríquez en Girardot y Kilometro Doce en Montería participaron en el estudio. Después de un análisis de necesidades inicial se detectó dificultades de los estudiantes en el desempeño de habilidades tales como razonamiento, solución de problemas, toma de decisión y formulación de conclusiones. Los investigadores respondieron a esta situación implementando un plan de entrenamiento que consistió en tres fases. Primero, un perfil de pensamiento crítico cuyo objetivo era medir el nivel de entrada de las habilidades de pensamiento crítico. Segundo, una fase de entrenamiento en pensamiento crítico el cual consistió en la implementación de planes de clase incorporando estrategias y tareas basadas en la Taxonomía de Bloom. Tercero, la etapa de verificación de pensamiento crítico que consistía en verificar el impacto del entrenamiento. Los datos fueron recolectados a través de pruebas, artefactos, notas y un cuestionario aplicado a los estudiantes. Los resultados mostraron un progreso en términos de trabajo colaborativo, competencias en Inglés como lengua extranjera y desarrollo de pensamiento crítico después de implementar el plan de entrenamiento propuesto en la investigación.¿

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“[9] Halpern 1998 American Psychologist 53 449-455.”
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Authors: Halpern, D. F.
Corresponding author: Halpern, Diane F.
ORCID: Halpern, Diane F.
Venue: American Psychologist
Publisher: American Psychological Association (APA)
Published: 1998
Volume: 53
Issue: 4
Pages: 449-455
ISSN: 0003-066X (ISSN-L)
1935-990X
DOI: 10.1037/0003-066x.53.4.449
OpenAlex: W4294115107
Cited by: 1,118
References: 26
Citations by year: 2026: 79 · 2025: 95 · 2024: 93 · 2023: 100 · 2022: 93 · 2021: 83 · 2020: 82 · 2019: 77 · 2018: 67 · 2017: 42 · 2016: 39 · 2015: 51 · 2014: 37 · 2013: 22 · 2012: 22
FWCI: 30.00
Type: journal article
Language: en
Open access: green
www.insightassessment.com
Licence: cc-by-nc
Locations: American Psychologist (publishedVersion)
Americanae (AECID Library) (submittedVersion, cc-by-nc-nd)
Intellectum (Universidad de La Sabana) (submittedVersion, cc-by-nc)
Topics: Social Sciences › Education › Education and Critical Thinking Development
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords: critical thinking, transfer of learning, English as a foreign language, Bloom's taxonomy, metacognitive monitoring, critical thinking skills, critical thinking disposition, collaboration, eighth grade students, secondary education

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Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.

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