A study of critical thinking in higher education students

A study of critical thinking in higher education students

El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico. Además, se utilizó una metodología mixta, comenzando con la aplicación de la prueba de lectura, el análisis de datos sobre cómo los estudiantes infieren, interpretan y analizan el contenido de un texto antes de comenzar un curso comunicativo. La propuesta se adapta a partir de la información de variables obtenidas. Una de las conclusiones muestra que el perfil profesional es un factor determinante en el resultado y que la motivación y el interés... Ver más

Guardado en:

Latinoamericana de Estudios Educativos

1900-9895

2500-5324

David Narváez, Fabián Andrés

Gil Duque, Gloria Matilde

Loaiza Zuluaga, Yasaldez Eder

UNIVERSIDAD DE CALDAS

10.17151/rlee.2020.16.2.13

16

2020-07-01

256

279

Colombia

Critical reading

Nacional Ministry of Education

ICFES

eading levels

Critical thinking

http://purl.org/coar/access_right/c_abf2

info:eu-repo/semantics/openAccess

Latinoamericana de Estudios Educativos - 2020

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spelling A study of critical thinking in higher education students
Critical reading
Núm. 2 , Año 2020 : Julio - Diciembre
2
16
Universidad de Caldas
Latinoamericana de Estudios Educativos
Nacional Ministry of Education
ICFES
eading levels
Critical thinking
David Narváez, Fabián Andrés
Gil Duque, Gloria Matilde
Loaiza Zuluaga, Yasaldez Eder
El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico. Además, se utilizó una metodología mixta, comenzando con la aplicación de la prueba de lectura, el análisis de datos sobre cómo los estudiantes infieren, interpretan y analizan el contenido de un texto antes de comenzar un curso comunicativo. La propuesta se adapta a partir de la información de variables obtenidas. Una de las conclusiones muestra que el perfil profesional es un factor determinante en el resultado y que la motivación y el interés son sobresalientes en el proceso de lectura y escritura. Del mismo modo, enseñar a los estudiantes cómo evaluar sus propios procesos y ayudar a los maestros a incluir lecturas críticas en sus planes de estudio ayudará a desarrollar habilidades efectivas asociadas con el pensamiento crítico. El objetivo general del proyecto de investigación es fortalecer el Pensamiento Crítico y la capacidad argumentativa de los estudiantes de las Facultades de Administración; Ciencias de la Salud; Ingeniería y arquitectura; Ciencias sociales, humanidades y teología a través de estrategias de lectura y escritura. Se utilizó una metodología mixta donde los investigadores diseñaron y evaluaron 2 textos de lectura crítica. Cada texto tiene 10 preguntas organizadas en 3 niveles de lectura (literal, inferir y crítico). Luego 158 estudiantes tomaron el examen y finalmente se obtuvieron datos de diferentes variables. Como resultado, es sorprendente que, de acuerdo con el perfil profesional, algunas carreras serán más argumentativas que otras. Algunas conclusiones evidencian la falta de pensamiento crítico entre los estudiantes.
Artículo de revista
Liu, O. L., Mao, L., Frankel, L., and Xu, J. (2016). Assessing critical thinking in higher education: The HEIghtenTM approach and preliminary validity evidence. Assessment and evaluation in higher education, 41(5), 677-694. https://doi.org/10.1080/02602938.2016.1168358
Ministerio de Educación Nacional (MEN). (2018). Módulo de Competencia genérica. Guía de orientación Saber Pro. Retrieved from: https://www.icfes.gov.co/documents/20143/496194/Guia%20de%20orientacion%20modulos%20de%20competencias%20genericas-saber-pro-2018.pdf
McKoon, G., and Ratcliff, R. (2018). Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis. Journal of memory and language, 102, 115-129. https://doi.org/10.1016/j.jml.2018.05.005
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4
Mohd Zin, Z., Bee, E. W., and Rafik-Galea, S. (2014). Critical reading ability and its relation to l2 proficiency of malaysian esl. 3L: The southeast asian journal of english language studies, 20(02), 43-54. https://doi.org/10.17576/3L-2014-2002-04
Jensen, J.M. and Worth, B. (2014). Valuable knowledge: students as consumers of critical thinking in the community college classroom. Journal of general education 63(4), 287-308. Doi: https://doi.org/10.1353/jge.2014.0025
Liu, O. L., Frankel, L., and Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment: assessing critical thinking in higher education. ETS Research Report Series, 2014(1), 1-23. https://doi.org/10.1002/ets2.12009
Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students’ reading practices. Journal of english for academic purposes. 20, 149-161. https://doi.org/10.1016/j.jeap.2015.09.004
Kuhn, D., and Dean, Jr., D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268–274. Doi: https://doi.org/10.1207/s15430421tip4304_4
Niu, L., Behar-Horenstein, L. S., and Garvan, C. W. (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educational research review. 9, 114-128. https://doi.org/10.1016/j.edurev.2012.12.002
Huber, C. R., and Kuncel, N. R. (2016). Does college teach critical thinking? A metaanalysis. Review of Educational Research, 86(2), 431-468. Doi: https://doi. org/10.3102/0034654315605917
Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). Psychology Press.
Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The journal of general education, 50(4), 270–286. Doi: 10.1353/jge.2001.0024
Halpern, D. F. (1998). Teaching critical thinking across domains: dispositions, skills, structure training, and metacognitive monitoring. The american psychologist. 53(4), 449–455. Doi: 10.1037/0003-066X.53.4.449
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 409-449). San Diego, CA: Academic Press.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris, France: the United Nations Educational, Scientific and Cultural Organization. Universidad Católica de Manizales. (s. f.). About UCM. Strategic Plataform. Recuperado 7 de julio de 2020, de http://www.ucm.edu.co/en/strategic-plataform/
Ollerton, N. (2020, april 30). Universidad católica de manizales: Meet the president. QS Top Universities. Retrieved from: https://www.topuniversities.com/where-to-study/latin-america/universidad-catolica-de-manizales-meet-president
info:eu-repo/semantics/article
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Weston, A. (2005). Las claves de la argumentación. (11 ed.). Barcelona, España: Ariel.
Rao, S., Cameron, A. and Gaskin-Noel, S. (2009) Embedding general education competencies into an online information literacy course. Journal of library administration. 49(1-2), 59-73, Doi: 10.1080/01930820802310858
Van Dusen, G. C. (1997). The virtual campus: technology and reform in higher education. graduate school of education and human development, George Washington University.
Gokcora,D and DePaulo,D. (2018). Frequent quizzes and student improvement of reading: a pilot study in a community college setting. SAGE Open. 8 (2), 1-9. Doi: https://doi.org/10.1177/2158244018782580
Schroyens, W.J. and Schacken, W. (2005). Issues in reasoning about iffy propositions: the development of deductive rationality in conditional reasoning. University of Leuven, Belgium. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8ED216F5C38A9230EFAEB66433B986BA?doi=10.1.1.598.7593&rep=rep1&type=pdf
Roohr, K., Olivera-Aguilar, M., Ling,G. and Rikoon, S. (2019) A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment and evaluation in higher education. 44(6), 946-960, Doi:10.1080/02602938.2018.1556776
Rivas, S. F., and Saiz, C. (2016). Instrucción en pensamiento crítico: influencia de los materiales en la motivación y el rendimiento. Revista latinoamericana de estudios educativos. 12(1), 91-106. Retrieved from: https://www.redalyc.org/articulo.oa?id=1341/134149742006
Raths, L. E., Harmin, M., and Simon, S. B. (1978). Values and teaching: working with values in the classroom (2nd ed). C. E. Merrill Pub. Co.
Hamby, B.S. (2014). The virtues of critical thinkers. (Doctoral thesis). University of New Hampshire. Retrieved from: https://macsphere.mcmaster.ca/bitstream/11375/15847/1/The%20Virtues%20of%20Critical%20Thinkers%20FINAL%20COPY.pdf
Breivik, P. S. (2005). 21st century learning and information literacy. Change: the magazine of higher learning, 37(2), 21-27. Doi: https://doi.org/10.3200/CHNG.37.2.21-27
Franco, A., Sousa, A.S. and Vieira, R.M. (2019). How to become an informed citizen in the (dis)information society? recommendations and strategies to mobilize one’s critical thinking. Sinergias diálogos educativos para a transformação social, 9, 45-58.
https://creativecommons.org/licenses/by-nc-sa/4.0/
The study shows a proposal on specific diagnosis of critical thinking skills in higher education students according to literal, inferential and critical reading levels. A literature review on Critical thinking was done to support concepts. This proposal is adapted from the variables of the information obtained. One of the conclusions shows that the career profile is a determining factor in the result and that motivation and interest are outstanding in the reading and writing processes. Teaching students to evaluate their own processes and helping teachers to include critical readings in their curricula will help to develop effective skills associated with critical thinking. The general objective of the research project is to strengthen Critical Thinking and the argumentative capacity of the students of the schools of Administration, Health Sciences, Engineering and Architecture, Social Sciences, Humanities and Theology through strategies of reading and writing. A mixed methodology was used; the researches designed and administered 2 critical reading texts, each with 10 questions and organized in 3 reading levels (literal,inferential and critical), to 158 students; then, a data analysis on how students infer, interpret and analyze text content before they start a communicative course was done. The results show that according to the professional profile, some students are more argumentative that others and that students lack Critical Thinking skills.
Critical thinking
Reading levels
Critical reading
ICFES
Nacional Ministry of Education
Journal article
application/pdf
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/2595
DiCarlo, S.E. (2009). Too much content, not enough thinking, and too little FUN! Advances in physiology education, 33(4), 257-264. Doi: https://doi.org/10.1152/advan.00075.2009
Inglés
Publication
Latinoamericana de Estudios Educativos - 2020
Benedict, J. (2013). Using popular-press nutrition books to develop critical reading skills of first-year college students. Journal of nutrition education and behavior, 45(2), 188-190. Doi: 10.1016/j.jneb.2012.07.006
Domínguez, C. (coord.). (2018). A European review on critical thinking educational practices in higher education Institutions (Crithinkedu project).Vila Real: UTAD.
Alexander, P. A., and The disciplined reading and learning research laboratory. (2012). Reading into the future: Competence for the 21st century. Educational psychologist, 47(4), 259-280. Doi: 10.1080/00461520.2012.722511
Brandt, D. (2011). Literacy as involvement: the acts of writers, readers, and texts. Southern Illinois University Press.
Ahumada, L. K., and Sanchez, I. D. (2019). Application of the Wilcoxon Test to correlate the results of the saber 11 and saber T&T test. In IOP conference series: materials science and engineering. 519(1), 012034. IOP Publishing.Doi: https://doi.org/10.1088/1757-899X/519/1/012034
Bartlett, B. and Clarence, Ng (Eds.). (2017). Improving reading and reading engagement in the 21st century. International Research and Innovation. Singapore: Springer.
Black, S. (2005). Teaching students to think critically. The education digest, 70(6), 42-47.
Association of American Colleges and Universities (AAC&U). (2009). Inquiry and analysis VALUE rubric. Retrieved from https://www.aacu.org/value/rubrics/inquiry-analysis
Behar-Horenstein, L. S., and Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching and Learning (TLC), 8(2). Doi: https://doi.org/10.19030/tlc.v8i2.3554
A study of critical thinking in higher education students
2020-07-01T00:00:00Z
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2020-07-01T00:00:00Z
256
2020-07-01
1900-9895
2500-5324
10.17151/rlee.2020.16.2.13
279
https://doi.org/10.17151/rlee.2020.16.2.13
institution UNIVERSIDAD DE CALDAS
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDECALDAS/logo.png
country_str Colombia
collection Latinoamericana de Estudios Educativos
title A study of critical thinking in higher education students
spellingShingle A study of critical thinking in higher education students
David Narváez, Fabián Andrés
Gil Duque, Gloria Matilde
Loaiza Zuluaga, Yasaldez Eder
Critical reading
Nacional Ministry of Education
ICFES
eading levels
Critical thinking
Critical thinking
Reading levels
Critical reading
ICFES
Nacional Ministry of Education
title_short A study of critical thinking in higher education students
title_full A study of critical thinking in higher education students
title_fullStr A study of critical thinking in higher education students
title_full_unstemmed A study of critical thinking in higher education students
title_sort study of critical thinking in higher education students
title_eng A study of critical thinking in higher education students
description El estudio muestra una propuesta a partir de un diagnóstico específico de habilidades de pensamiento crítico en la educación superior en los estudiantes en función de los niveles de lectura literal, inferencial y crítica. Para apoyar los conceptos, se revisa la literatura en el pensamiento crítico. Además, se utilizó una metodología mixta, comenzando con la aplicación de la prueba de lectura, el análisis de datos sobre cómo los estudiantes infieren, interpretan y analizan el contenido de un texto antes de comenzar un curso comunicativo. La propuesta se adapta a partir de la información de variables obtenidas. Una de las conclusiones muestra que el perfil profesional es un factor determinante en el resultado y que la motivación y el interés son sobresalientes en el proceso de lectura y escritura. Del mismo modo, enseñar a los estudiantes cómo evaluar sus propios procesos y ayudar a los maestros a incluir lecturas críticas en sus planes de estudio ayudará a desarrollar habilidades efectivas asociadas con el pensamiento crítico. El objetivo general del proyecto de investigación es fortalecer el Pensamiento Crítico y la capacidad argumentativa de los estudiantes de las Facultades de Administración; Ciencias de la Salud; Ingeniería y arquitectura; Ciencias sociales, humanidades y teología a través de estrategias de lectura y escritura. Se utilizó una metodología mixta donde los investigadores diseñaron y evaluaron 2 textos de lectura crítica. Cada texto tiene 10 preguntas organizadas en 3 niveles de lectura (literal, inferir y crítico). Luego 158 estudiantes tomaron el examen y finalmente se obtuvieron datos de diferentes variables. Como resultado, es sorprendente que, de acuerdo con el perfil profesional, algunas carreras serán más argumentativas que otras. Algunas conclusiones evidencian la falta de pensamiento crítico entre los estudiantes.
description_eng The study shows a proposal on specific diagnosis of critical thinking skills in higher education students according to literal, inferential and critical reading levels. A literature review on Critical thinking was done to support concepts. This proposal is adapted from the variables of the information obtained. One of the conclusions shows that the career profile is a determining factor in the result and that motivation and interest are outstanding in the reading and writing processes. Teaching students to evaluate their own processes and helping teachers to include critical readings in their curricula will help to develop effective skills associated with critical thinking. The general objective of the research project is to strengthen Critical Thinking and the argumentative capacity of the students of the schools of Administration, Health Sciences, Engineering and Architecture, Social Sciences, Humanities and Theology through strategies of reading and writing. A mixed methodology was used; the researches designed and administered 2 critical reading texts, each with 10 questions and organized in 3 reading levels (literal,inferential and critical), to 158 students; then, a data analysis on how students infer, interpret and analyze text content before they start a communicative course was done. The results show that according to the professional profile, some students are more argumentative that others and that students lack Critical Thinking skills.
author David Narváez, Fabián Andrés
Gil Duque, Gloria Matilde
Loaiza Zuluaga, Yasaldez Eder
author_facet David Narváez, Fabián Andrés
Gil Duque, Gloria Matilde
Loaiza Zuluaga, Yasaldez Eder
topicspa_str_mv Critical reading
Nacional Ministry of Education
ICFES
eading levels
Critical thinking
topic Critical reading
Nacional Ministry of Education
ICFES
eading levels
Critical thinking
Critical thinking
Reading levels
Critical reading
ICFES
Nacional Ministry of Education
topic_facet Critical reading
Nacional Ministry of Education
ICFES
eading levels
Critical thinking
Critical thinking
Reading levels
Critical reading
ICFES
Nacional Ministry of Education
citationvolume 16
citationissue 2
citationedition Núm. 2 , Año 2020 : Julio - Diciembre
publisher Universidad de Caldas
ispartofjournal Latinoamericana de Estudios Educativos
source https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/2595
language Inglés
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Latinoamericana de Estudios Educativos - 2020
references_eng Liu, O. L., Mao, L., Frankel, L., and Xu, J. (2016). Assessing critical thinking in higher education: The HEIghtenTM approach and preliminary validity evidence. Assessment and evaluation in higher education, 41(5), 677-694. https://doi.org/10.1080/02602938.2016.1168358
Ministerio de Educación Nacional (MEN). (2018). Módulo de Competencia genérica. Guía de orientación Saber Pro. Retrieved from: https://www.icfes.gov.co/documents/20143/496194/Guia%20de%20orientacion%20modulos%20de%20competencias%20genericas-saber-pro-2018.pdf
McKoon, G., and Ratcliff, R. (2018). Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis. Journal of memory and language, 102, 115-129. https://doi.org/10.1016/j.jml.2018.05.005
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. https://doi.org/10.1007/s11409-010-9054-4
Mohd Zin, Z., Bee, E. W., and Rafik-Galea, S. (2014). Critical reading ability and its relation to l2 proficiency of malaysian esl. 3L: The southeast asian journal of english language studies, 20(02), 43-54. https://doi.org/10.17576/3L-2014-2002-04
Jensen, J.M. and Worth, B. (2014). Valuable knowledge: students as consumers of critical thinking in the community college classroom. Journal of general education 63(4), 287-308. Doi: https://doi.org/10.1353/jge.2014.0025
Liu, O. L., Frankel, L., and Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment: assessing critical thinking in higher education. ETS Research Report Series, 2014(1), 1-23. https://doi.org/10.1002/ets2.12009
Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students’ reading practices. Journal of english for academic purposes. 20, 149-161. https://doi.org/10.1016/j.jeap.2015.09.004
Kuhn, D., and Dean, Jr., D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268–274. Doi: https://doi.org/10.1207/s15430421tip4304_4
Niu, L., Behar-Horenstein, L. S., and Garvan, C. W. (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educational research review. 9, 114-128. https://doi.org/10.1016/j.edurev.2012.12.002
Huber, C. R., and Kuncel, N. R. (2016). Does college teach critical thinking? A metaanalysis. Review of Educational Research, 86(2), 431-468. Doi: https://doi. org/10.3102/0034654315605917
Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). Psychology Press.
Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The journal of general education, 50(4), 270–286. Doi: 10.1353/jge.2001.0024
Halpern, D. F. (1998). Teaching critical thinking across domains: dispositions, skills, structure training, and metacognitive monitoring. The american psychologist. 53(4), 449–455. Doi: 10.1037/0003-066X.53.4.449
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 409-449). San Diego, CA: Academic Press.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris, France: the United Nations Educational, Scientific and Cultural Organization. Universidad Católica de Manizales. (s. f.). About UCM. Strategic Plataform. Recuperado 7 de julio de 2020, de http://www.ucm.edu.co/en/strategic-plataform/
Ollerton, N. (2020, april 30). Universidad católica de manizales: Meet the president. QS Top Universities. Retrieved from: https://www.topuniversities.com/where-to-study/latin-america/universidad-catolica-de-manizales-meet-president
Weston, A. (2005). Las claves de la argumentación. (11 ed.). Barcelona, España: Ariel.
Rao, S., Cameron, A. and Gaskin-Noel, S. (2009) Embedding general education competencies into an online information literacy course. Journal of library administration. 49(1-2), 59-73, Doi: 10.1080/01930820802310858
Van Dusen, G. C. (1997). The virtual campus: technology and reform in higher education. graduate school of education and human development, George Washington University.
Gokcora,D and DePaulo,D. (2018). Frequent quizzes and student improvement of reading: a pilot study in a community college setting. SAGE Open. 8 (2), 1-9. Doi: https://doi.org/10.1177/2158244018782580
Schroyens, W.J. and Schacken, W. (2005). Issues in reasoning about iffy propositions: the development of deductive rationality in conditional reasoning. University of Leuven, Belgium. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8ED216F5C38A9230EFAEB66433B986BA?doi=10.1.1.598.7593&rep=rep1&type=pdf
Roohr, K., Olivera-Aguilar, M., Ling,G. and Rikoon, S. (2019) A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment and evaluation in higher education. 44(6), 946-960, Doi:10.1080/02602938.2018.1556776
Rivas, S. F., and Saiz, C. (2016). Instrucción en pensamiento crítico: influencia de los materiales en la motivación y el rendimiento. Revista latinoamericana de estudios educativos. 12(1), 91-106. Retrieved from: https://www.redalyc.org/articulo.oa?id=1341/134149742006
Raths, L. E., Harmin, M., and Simon, S. B. (1978). Values and teaching: working with values in the classroom (2nd ed). C. E. Merrill Pub. Co.
Hamby, B.S. (2014). The virtues of critical thinkers. (Doctoral thesis). University of New Hampshire. Retrieved from: https://macsphere.mcmaster.ca/bitstream/11375/15847/1/The%20Virtues%20of%20Critical%20Thinkers%20FINAL%20COPY.pdf
Breivik, P. S. (2005). 21st century learning and information literacy. Change: the magazine of higher learning, 37(2), 21-27. Doi: https://doi.org/10.3200/CHNG.37.2.21-27
Franco, A., Sousa, A.S. and Vieira, R.M. (2019). How to become an informed citizen in the (dis)information society? recommendations and strategies to mobilize one’s critical thinking. Sinergias diálogos educativos para a transformação social, 9, 45-58.
DiCarlo, S.E. (2009). Too much content, not enough thinking, and too little FUN! Advances in physiology education, 33(4), 257-264. Doi: https://doi.org/10.1152/advan.00075.2009
Benedict, J. (2013). Using popular-press nutrition books to develop critical reading skills of first-year college students. Journal of nutrition education and behavior, 45(2), 188-190. Doi: 10.1016/j.jneb.2012.07.006
Domínguez, C. (coord.). (2018). A European review on critical thinking educational practices in higher education Institutions (Crithinkedu project).Vila Real: UTAD.
Alexander, P. A., and The disciplined reading and learning research laboratory. (2012). Reading into the future: Competence for the 21st century. Educational psychologist, 47(4), 259-280. Doi: 10.1080/00461520.2012.722511
Brandt, D. (2011). Literacy as involvement: the acts of writers, readers, and texts. Southern Illinois University Press.
Ahumada, L. K., and Sanchez, I. D. (2019). Application of the Wilcoxon Test to correlate the results of the saber 11 and saber T&T test. In IOP conference series: materials science and engineering. 519(1), 012034. IOP Publishing.Doi: https://doi.org/10.1088/1757-899X/519/1/012034
Bartlett, B. and Clarence, Ng (Eds.). (2017). Improving reading and reading engagement in the 21st century. International Research and Innovation. Singapore: Springer.
Black, S. (2005). Teaching students to think critically. The education digest, 70(6), 42-47.
Association of American Colleges and Universities (AAC&U). (2009). Inquiry and analysis VALUE rubric. Retrieved from https://www.aacu.org/value/rubrics/inquiry-analysis
Behar-Horenstein, L. S., and Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching and Learning (TLC), 8(2). Doi: https://doi.org/10.19030/tlc.v8i2.3554
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publishDate 2020-07-01
date_accessioned 2020-07-01T00:00:00Z
date_available 2020-07-01T00:00:00Z
url https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/2595
url_doi https://doi.org/10.17151/rlee.2020.16.2.13
issn 1900-9895
eissn 2500-5324
doi 10.17151/rlee.2020.16.2.13
citationstartpage 256
citationendpage 279
url2_str_mv https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/2595/2399
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