Caracterización de los rasgos intelectuales del pensamiento crítico en estudiantes de bachillerato desde la educación en energías

Abstract

This research was aimed at characterizing critical thinking traits in secondary school students from discussions framed in energy education, in reference to the critical thinking features proposed by Paul and Elder (2003), for which it was designed and implemented a methodological route from the framework of educational action research (Elliott, 2000) which started from the conceptual characterization of critical thinking and education in energies, allowing to establish the disciplinary reference enough to design and implement the "bidding" instrument that would enable the characterization critical thinking from energy education with eighth grade students of the Diana Turbay IED.