Teaching strategies to strengthen critical thinking in secondary school students: an analysis of effective pedagogical practices
DOI:
https://doi.org/10.5281/zenodo.14484019Keywords:
critical thinking, formative assessment, teaching strategies, problem based learning, secondary educationAbstract
Critical thinking is an essential skill in the training of reflective and analytical students, demanded in secondary education to face the challenges of a changing environment. This article presents a systematic review on effective pedagogical strategies to strengthen critical thinking, analyzing research carried out between 2017 and 2024. Among the most prominent methodologies are Problem-Based Learning (PBL), Project-Based Learning (PBL) and argumentative mapping, which promote analysis, argumentation and decision making in real and simulated situations. The study highlights the role of the teacher as a key mediator to implement innovative strategies that challenge students' cognitive abilities in a collaborative environment. Likewise, limitations are identified such as the difficulty of students transferring these skills outside the classroom, pointing out the need to promote their motivation and commitment to activities with high cognitive demand. It is concluded that the strengthening of critical thinking requires teacher training oriented to the application of contextualized strategies and comprehensive activities that promote reflective and analytical skills, contributing to the development of more committed and competent citizens in the social and educational field.
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