Evidencias del desarrollo del pensamiento crítico en personas sordas a través de la enseñanza de las ciencias

Abstract

The purpose of this paper is to present the evidence of the development of critical thinking in Deaf people through the teaching of the sciences that were found in the investigation. Educational intervention was carried out based on the resolution of problems that allowed for the development of critical thinking in the deaf through the generation of spaces for dialog with their fellow listeners in the classroom, as well as allowed the generation of critical positions in front of his condition and that of the other thanks to the theme worked DNA and its function worked in the College San Francisco in the town of Ciudad Bolivar in Bogotá city. For carry out this research was adopted a qualitative research method in which we studied different evidence of thought critical according to (Facione, 2007) in describing the curious face different issues, concern for investigate, the self-confidence in their abilities important factor since it is a person who can have a self-confidence their conditions and the space in which it is located low against his skills of thinking, understanding of the opinions of others, honesty to face the own predispositions, prejudices, stereotypes or trends self-centered. Deaf students were immersed in an inclusion classroom which evaluated them with a problem situation in relation to diversity that exist in humans, comparing results from them regarding their classmate’s listeners, as well as having applied an interview at the end of the process. Obstacles met in the relationship teacher-performer-student deaf in the limitations presented by the language of science in signs, relationship deaf - Classmates, but contributions have been made to the master responsible for the course for upcoming themes to work.