Didactic and the development of critical thinking in teaching-learning processes

Abstract

The research raised the need to assess the level of critical thinking and use of didactics in the teaching-learning processes with primary students of an educational institution in Barrancabermeja in Colombia during the year 2020. The study corresponds to the qualitative approach and design phenomenological hermeneutic, which sought to explore, describe, and understand situations taking into account the experiences of the participants to discover common elements. To develop the research, we worked with individuals who agreed to participate in the context of the pandemic and who the researchers had access to, a semi-structured interview and a checklist were used with a sample of 10 students and 3 teachers from the educational institution; The items were aimed at achieving the domains to which the investigated categories referred. It is concluded that the level of thinking of primary school students is developing, since they still have difficulties in arguing their ideas clearly; In the same way, teachers understand that in pedagogical actions they must place greater emphasis on contextualized texts from the areas that guide them, so that students find hidden meanings that generate greater concerns and, at the same time, promote development. of critical thinking skills.