Didactic Strategy from Diversity and Inclusive Education to Strengthen Critical Thinking Skills

Abstract

This article addresses the results of the research entitled Didactic Strategy from Diversity and Inclusive Education to Strengthen Critical Thinking Skills, to Generate a didactic proposal from diversity and educational inclusion to improve critical thinking skills where they affect various sociocultural factors. This is qualitative research that was carried out using the Mckernan model educational action research methodology. The intervention was carried out with 35 grade 5 primary school students from the Institución Educativa Técnica Bicentenario, San José headquarters, in the municipality of Funza Cundinamarca. A pre-test was used to diagnose the state of critical thinking skills (literal, inferential and critical levels), the results were used for the design of the pedagogical strategy; Subsequently, a post-test was applied after the implementation of the teaching strategy. In the pre-test, it was found that the greatest difficulty was at the levels of inferential and critical thinking; Therefore, the teaching strategy focused on strengthening these shortcomings through 7 moments, distributed in 20 sessions and each session divided into 3 components and activities focused on the literal, inferential and critical levels. Finally, the post test showed that although critical thinking skills were strengthened at its three levels after the implementation of the didactic sequences, some students still need to continue reinforcing reading comprehension activities considering some sociocultural factors such as reading at home.