Bibliographic citations
Vega, L., (2024). Diario reflexivo para desarrollar la autonomía, perseverancia y empatía intelectual con los estándares intelectuales del pensamiento crítico en estudiantes de la carrera de Educación Primaria en una universidad privada de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29592
Vega, L., Diario reflexivo para desarrollar la autonomía, perseverancia y empatía intelectual con los estándares intelectuales del pensamiento crítico en estudiantes de la carrera de Educación Primaria en una universidad privada de Lima []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/29592
@mastersthesis{renati/1660544,
title = "Diario reflexivo para desarrollar la autonomía, perseverancia y empatía intelectual con los estándares intelectuales del pensamiento crítico en estudiantes de la carrera de Educación Primaria en una universidad privada de Lima",
author = "Vega Crisólogo, Lidia Violeta",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
Globally, in Latin America, and nationally, the importance of critical thinking in higher education is widely recognized. However, its teaching faces challenges due to conceptual ambiguity and the perception that its acquisition is partial and fielddependent. Additionally, there is a lack of motivation among both teachers and students to cultivate critical skills. Current research emphasizes the need to integrate studies on critical thinking in universities, suggesting the creation of environments that inspire reflection and research projects. This study addresses the question: How can the intellectual standards of critical thinking be incorporated to develop intellectual autonomy, perseverance, and empathy in Primary Education students? The goal was to design a methodological proposal guided by these standards to strengthen critical reflection. Specific objectives included reviewing existing literature, developing a methodological proposal, and validating its feasibility and relevance. The innovative project "Reflective Journal to develop intellectual autonomy, perseverance, and empathy with critical thinking standards" is based on an exhaustive literature review and a detailed analysis of the university context. The methodology included data collection and analysis, and the validation was carried out through evaluations by educational experts and students. The findings are synthesized into reflections and conclusions that highlight the challenges and opportunities of integrating a reflective journal into the teacher training curriculum. This work provides an innovative tool for developing critical thinking skills in future teachers and offers a replicable model of reflective practice to enhance education.
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