La presente investigación “El aprendizaje situado para desarrollar el pensamiento crítico en las estudiantes de Educación Superior Pedagógica, Huanta 2019”, tiene el propósito de determinar la influencia del aprendizaje situado en el desarrollo del pensamiento crítico en las estudiantes. El aprendizaje situado, es una estrategia metodológica formativa que une la educación con la realidad, ayudando la contextualización de los contenidos teóricos o reflexivos; para que tengan un significado concreto y útil en la vida diaria del estudiante, buscando el desarrollo del pensamiento crítico, como proceso intelectual disciplinado activa que permite conceptualizar, aplicar, analizar, sintetizar y evaluar la información recopilada mediante la observación de un hecho real, experiencial, reflexivo, con razonamiento y comunicación, para dar validez racional a las afirmaciones y a l...

This descriptive research has the purpose of knowing the relationship between teaching practice and autonomous learning in students of higher pedagogical education. For this reason, a basic investigation with a correlational investigation design was carried out, with a population of 64 students, from which a sample of 26 students was selected through the non-probabilistic sampling technique, in the data collection the survey technique was used. through the questionnaire. In the hypothesis test, the Kendall Tau b statistician was used, among the main findings they show a value equal to 0.4, which shows the presence of a moderate relationship between teaching practice and autonomous learning, 0.468 determines the presence of a moderate relationship. relationship between teaching practice and academic habits, 0.248 indicates the presence of a low relationship between teaching practice and c...

Applied educational research aimed to determine the influence of situated learning on the development of critical thinking in Higher Pedagogical Education students. To this end, an experimental study was carried out, with a quasi-experimental design, which involved 192 students, selecting a sample of 56 students through a non-probabilistic sampling method. This sample was divided equally into two groups: experimental and control, each consisting of 28 students. Data collection was carried out using a pedagogical test composed of 30 items. The hypothesis evaluation was carried out using the Mann-Whitney U test. The results showed that the situated learning strategy significantly affects the development of analysis, explanation, inference, interpretation, evaluation and self-regulation capacities in the development of students' critical thinking (p=0.000<0.05).