Bibliographic citations
Fernandez, P., (2024). Método socrático para desarrollar el pensamiento crítico en niños de sexto grado en la I.E. N° 01012 – Moyobamba, 2019 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5756
Fernandez, P., Método socrático para desarrollar el pensamiento crítico en niños de sexto grado en la I.E. N° 01012 – Moyobamba, 2019 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2024. http://hdl.handle.net/11458/5756
@mastersthesis{renati/1055153,
title = "Método socrático para desarrollar el pensamiento crítico en niños de sexto grado en la I.E. N° 01012 – Moyobamba, 2019",
author = "Fernandez Gonzales, Pablo",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2024"
}
Critical thinking is a mental process used to solve difficulties in different daily moments or educational training; therefore, its development through strategies and methods is essential. The general objective is to determine the influence of the Socratic method in the development of critical thinking in sixth grade children at I.E. N° 01012, Moyobamba, 2019. Specific objectives are: To design the Socratic method based on Socratic philosophy and cognitive psychological theory, to apply the Socratic method in planning, execution and evaluation processes in children of sixth grade of primary education and to evaluate the influence of the Socratic method in the dimension of analyzing information, inference of implications, proposition of solution alternatives and argumentation of critical thinking positions in children of sixth grade, at the pre- and post-test level. The study was inserted within the quantitative system of applied and pre-experimental type, and the critical thinking test was elaborated to sixth grade children. The research reached the following conclusions: (a) The Socratic method was based on Socratic philosophy and cognitive psychological theory, which explain the comprehensive processes of the world in a rational cognitive way based on natural knowledge and man's ability to know himself. (b) The Socratic method was configured in planning processes of capabilities, time and resources; in the execution developed the didactic sequences of beginning, development and closing, as well as the application of sessions that developed critical thinking; and in the evaluation of critical thinking through a test before and after the method. (c) In the evaluation of the dimensions it was found that: The analysis of schoolchildren's information in the pretest obtained 60% in beginning, 33.3% in process, and 6.7% in achieved; whereas, in the posttest, 66.7% reached achieved, 33.3% in outstanding; concerning the inference of implications, in the pretest, obtained 66.7% in beginning and 33.3% in process; whereas, in the posttest, 80% reached an achieved level, 6. 7% in process and outstanding, and 6.6% at the beginning; the proposition of solution alternatives, obtained in the pretest 60% at the beginning, 40% in process; while, in the posttest, 53.3% reached an achieved level, 40% in process and 6.7% at the beginning; and the argumentation of positions, in the pretest achieved 66.7% at the beginning, 33.3% in process; while, in the posttest, 53.3% reached an achieved level, 33.3% in process and 13.3% at the beginning. Finally, the Socratic method significantly developed the critical thinking of the sixth grade students, since in the pretest, 80% obtained a beginning level, 20% in process; while, in the posttest, 80% reached an achieved level, 13.3% in process and 6.7% in beginning; in the Wilcoxon test it yielded a calculated value of z=-3.412, with a p-value of 0.001 is less than 5% (0.000<0.05).
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