Caracterizando Habilidades de Pensamiento Critico en Estudiantes de Primaria cuando Desarrollan Actividades de Lectura en Grupos Colaborativos

Abstract

This research study attempted to characterize fourth grader’s critical thinking skills when developing collaborative reading strategies. The theoretical constructs we based our research were grouped into two groups: a group concerned with pedagogy (critical pedagogy and critical thinking) and a group concerned with learning as the result of social interactions (collaborative learning and social interactions centered in students or learner-centeredness). The main referents were (Collins & O'Brien, 2003) for learner-centered learning based on collaborative learning and social interactions; and Paulo Freire (1921-1997) and Henry Giroux (b. 1943) for critical pedagogy and critical thinking as philosophical aspects of human learning. This study was conducted in a public school located in Bogota with students whose ages range from 8 to 10. The results of this study revealed that students feel motivated and use a variety of CT skills when they are exposed to problem solving reading activities. Moreover, it was possible to identify that collaborative groups enhance their CT skills.