Pensamiento crítico en la educación primaria: estrategias colaborativas para el análisis de la Información

Abstract

The purpose of this study was to strengthen information analysis as a component of critical thinking through the development of collaborative learning strategies in fourth-grade students from a public educational institution in the city of Santa Marta. The research was conducted under a qualitative approach, using a classroom-based action research design, which allowed for the implementation and reflection on pedagogical practices within the educational setting. Data collection was carried out through instruments such as field diaries, pedagogical workshops, and rubrics based on Basic Learning Rights (DBA), which were analyzed through a process of categorization and qualitative interpretation. The findings revealed that, initially, students had difficulties identifying and prioritizing relevant information, as well as justifying and supporting their responses. However, the implementation of the proposed strategies within the pedagogical workshops and collaborative learning approach fostered improvements in comprehension, interpretation, and argumentation processes. Furthermore, it was observed that peer interaction facilitated the exchange of ideas, the construction of shared meanings, and the development of critical thinking skills. It was also identified that the teacher’s role as a mediator is key in guiding learning and promoting deeper levels of analysis. In conclusion, the study highlights that the development of critical thinking is a gradual process that requires intentional pedagogical strategies, collaborative environments, and continuous mediation. These findings contribute to understanding how classroom practices can be transformed to promote meaningful learning, the development of higher-order cognitive skills, and critical thinking in primary education.