Bibliographic citations
Lopez, A., (2023). Asamblea de aula como estrategia para desarrollar el pensamiento crítico en estudiantes del sexto grado primaria, Institución Educativa N°00474, Moyobamba [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5014
Lopez, A., Asamblea de aula como estrategia para desarrollar el pensamiento crítico en estudiantes del sexto grado primaria, Institución Educativa N°00474, Moyobamba []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2023. http://hdl.handle.net/11458/5014
@mastersthesis{renati/1054854,
title = "Asamblea de aula como estrategia para desarrollar el pensamiento crítico en estudiantes del sexto grado primaria, Institución Educativa N°00474, Moyobamba",
author = "Lopez Leonardo, Arnaldo",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2023"
}
Classroom assembly as a strategy to develop critical thinking in 6th grade students, Educational Institution N°00474, Moyobamba The research on the classroom assembly as a teaching strategy to improve students' critical thinking in order to achieve autonomy and solve personal problems and those of their social environment, was developed with students of the sixth grade of primary education of the educational institution N° 00474 "Germán Tejada Vela" in the city of Moyobamba. Regarding theoretical references about the classroom assembly as a teaching strategy: Sanchez (2008), Perez (1999), Freinet (1980), Portillo (2000) argue that it is a set of intentional actions that allows active interaction and full respect for the rules that helps students to make decisions based on dialogue, allows them to analyze and discuss issues related to school work, energizes cooperation and autonomy. Critical thinking capacity is supported by Freinet (1980) and Rebellato (1998), who argue that it is a human being's own ability that can be developed from a social constructivist model to shape the human being to perform in society. Thus, the hypothesis is posed: If the program "classroom assembly as a teaching strategy" is applied, then it influences the development of critical thinking skills in the students of the sixth grade of primary education of the educational institution N° 00474 "Germán Tejada Vela" district and province of Moyobamba, year 2021. The methodology corresponds to an experimental research where a pre-test was applied at the beginning of the research and a post-test after applying the strategy. The study was conducted on a sample of 30 elementary school students. When the statistical analysis of the variable "students' critical thinking ability" was performed both in the pre and post test of the study group, the scores of the according to the Wilcoxon's W test resulted in a p-value of 0.000 lower than 5% (0.000<0.05), which means that there is sufficient evidence to determine that the classroom assembly as a teaching strategy has been effective in the development of critical thinking.
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