Explorando cómo los estudiantes de décimo grado usan las habilidades de pensamiento crítico cuando debaten sobre temas sociales

Abstract

This document reports a qualitative, descriptive case study which purpose deals with exploring how tenth graders from a bilingual school in Bogota develop Critical Thinking skills in the stages of gathering information, analyzing of it and in the stage of stating a position about it, when integrating Global Issues as debatable topics in a pedagogical intervention. The data was collected with the following instruments: Teacher’s observation and fieldnotes, semi-structured interviews and students’ artifacts (written reports of classes to collect students’ perceptions about Global Issues and Debates session themselves). Through the process of data analysis and findings, it was determined that for participants to perform their Critical Thinking skills, they implement internet sources and people to acquire info, as well as the implementation of strategies as the practice of English language skills and team work. To sort and sum up information when thinking critically, tenth graders, write summaries and take notes as part of their analysis of information process. Finally, it was also evidenced that the creation and evaluation of arguments as well as the recalling of previously personal experiences and the integration of beliefs also influence the way in which students draw conclusions when debating about Global Issues as part of their Critical thinking skills performance during the English classes.