Situated learning to develop critical thinking in Higher Pedagogical Education students
Descripción del Articulo
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 o...
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| Formato: | artículo |
| Fecha de Publicación: | 2024 |
| Institución: | Universidad Nacional de San Cristobal de Huamanga |
| Repositorio: | Revistas - Universidad Nacional de San Cristobal de Huamanga |
| Lenguaje: | español |
| OAI Identifier: | oai:ojs2.localhost:article/480 |
| Enlace del recurso: | http://revistas.unsch.edu.pe/index.php/educacion/article/view/480 |
| Nivel de acceso: | acceso abierto |
| Materia: | Aprendizaje situado, capacidades, pensamiento crítico. Situated learning abilities critical thinking |
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Situated learning to develop critical thinking in Higher Pedagogical Education studentsEL Aprendizaje situado para desarrollar el pensamiento crítico en las estudiantes de Educación Superior Pedagógica.Alcarraz Carbajal, BibianoAprendizaje situado, capacidades, pensamiento crítico.Situated learningabilitiescritical thinkingApplied 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).La investigación educativa aplicada tuvo como objetivo determinar la influencia del aprendizaje situado en el desarrollo del pensamiento crítico en las estudiantes de Educación Superior Pedagógica. Para ello, se llevó a cabo un estudio experimental, con diseño cuasi experimental, que involucró a 192 estudiantes, seleccionando una muestra de 56 estudiantes mediante un método de muestreo no probabilístico. Esta muestra se dividió equitativamente en dos grupos: experimental y de control, cada uno compuesto por 28 estudiantes. La recolección de datos se realizó utilizando una prueba pedagógica compuesta por 30 ítems. La evaluación de hipótesis se efectuó mediante la prueba de U de Mann-Whitney. Los resultados arrojaron que la estrategia de aprendizaje situado incide significativamente en el desarrollo de capacidades de análisis, explicación, inferencia, interpretación, evaluación y autorregulación en el desarrollo del pensamiento crítico de las estudiantes (p=0,000<0,05).Universidad Nacional de San Cristóbal de Huamanga2024-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.unsch.edu.pe/index.php/educacion/article/view/480Education Journal; Vol. 22 No. 23 (2024): Revista Educación N° 23; 25-37Revista Educación; Vol. 22 Núm. 23 (2024): Revista Educación N° 23; 25-372709-87612710-0243reponame:Revistas - Universidad Nacional de San Cristobal de Huamangainstname:Universidad Nacional de San Cristobal de Huamangainstacron:UNSCHspahttp://revistas.unsch.edu.pe/index.php/educacion/article/view/480/389Derechos de autor 2024 Bibiano Alcarraz Carbajalhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessoai:ojs2.localhost:article/4802024-01-01T14:21:54Z |
| dc.title.none.fl_str_mv |
Situated learning to develop critical thinking in Higher Pedagogical Education students EL Aprendizaje situado para desarrollar el pensamiento crítico en las estudiantes de Educación Superior Pedagógica. |
| title |
Situated learning to develop critical thinking in Higher Pedagogical Education students |
| spellingShingle |
Situated learning to develop critical thinking in Higher Pedagogical Education students Alcarraz Carbajal, Bibiano Aprendizaje situado, capacidades, pensamiento crítico. Situated learning abilities critical thinking |
| title_short |
Situated learning to develop critical thinking in Higher Pedagogical Education students |
| title_full |
Situated learning to develop critical thinking in Higher Pedagogical Education students |
| title_fullStr |
Situated learning to develop critical thinking in Higher Pedagogical Education students |
| title_full_unstemmed |
Situated learning to develop critical thinking in Higher Pedagogical Education students |
| title_sort |
Situated learning to develop critical thinking in Higher Pedagogical Education students |
| dc.creator.none.fl_str_mv |
Alcarraz Carbajal, Bibiano |
| author |
Alcarraz Carbajal, Bibiano |
| author_facet |
Alcarraz Carbajal, Bibiano |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Aprendizaje situado, capacidades, pensamiento crítico. Situated learning abilities critical thinking |
| topic |
Aprendizaje situado, capacidades, pensamiento crítico. Situated learning abilities critical thinking |
| description |
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). |
| publishDate |
2024 |
| dc.date.none.fl_str_mv |
2024-01-01 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
| dc.identifier.none.fl_str_mv |
http://revistas.unsch.edu.pe/index.php/educacion/article/view/480 |
| url |
http://revistas.unsch.edu.pe/index.php/educacion/article/view/480 |
| dc.language.none.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
http://revistas.unsch.edu.pe/index.php/educacion/article/view/480/389 |
| dc.rights.none.fl_str_mv |
Derechos de autor 2024 Bibiano Alcarraz Carbajal https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
Derechos de autor 2024 Bibiano Alcarraz Carbajal https://creativecommons.org/licenses/by-nc/4.0 |
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openAccess |
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application/pdf |
| dc.publisher.none.fl_str_mv |
Universidad Nacional de San Cristóbal de Huamanga |
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Universidad Nacional de San Cristóbal de Huamanga |
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Education Journal; Vol. 22 No. 23 (2024): Revista Educación N° 23; 25-37 Revista Educación; Vol. 22 Núm. 23 (2024): Revista Educación N° 23; 25-37 2709-8761 2710-0243 reponame:Revistas - Universidad Nacional de San Cristobal de Huamanga instname:Universidad Nacional de San Cristobal de Huamanga instacron:UNSCH |
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Universidad Nacional de San Cristobal de Huamanga |
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UNSCH |
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UNSCH |
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Revistas - Universidad Nacional de San Cristobal de Huamanga |
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Revistas - Universidad Nacional de San Cristobal de Huamanga |
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12.656408 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
