Pensamiento divergente y actividades tecnológicas escolares

Abstract

The present research analyzes the development of divergent thinking in each of its dimensions through the implementation of a school technology activity (STA) focused on the strategy of construction and fabrication. This exercise allows for understanding the degree of impact that these types of activities have on problem-solving, whether from a creative or technical approach, considering different ways of addressing them. This research is focused ona group of sixth and seventh-grade students from the Fundación Colegio Emilio Valenzuela (FCEV), for which a test developed based on the Torrance Tests of Creative Thinking (TTCT) and Guilford’s Structure of Intellect test (GDT) is applied to measure the development of divergent thinking. This assessment helps to specifically categorize the aspects that contribute to the development of divergent thinking in this population group and the dimensions that should be enhanced by the teacher in the future to improve their academic proposal.