Browsing by Author "López Rojas, Felipe Ignacio"

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    Critical thinking development in higher education
    (2023) López Rojas, Felipe Ignacio; Nussbaum Voehl, Miguel; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    The labour market is rapidly evolving due to technological advances, provoking the need of workers to prepare for this change. The "21st Century Skills" emerged as an answer to this context, proposing skills such as critical thinking, among others, that could help prepare workers for this new scenario. The development of critical thinking has been consistently studied in higher education. However, critical thinking has not been able to develop successfully in technical and vocational education and training since there is a focus on the acquisition of practical skills. In Chile, where technical and vocational education and training is a potential avenue for social mobility, it's crucial to develop critical thinking skills among students, considering the significant impact they will have on the future job market. This research contributes on how to develop critical thinking in higher education. Critical thinking was defined as a taxonomy of the sub-skills of interpretation, analysis, inference, evaluation, argumentation, and metacognition. From this definition, a procedure to develop critical thinking assessment instruments for specific cultures was developed by creating three different instruments which were validated in different higher education institutions from Chile and Taiwan. This allowed to create different assessment instruments, that were later used in a technical and vocational education and training institution in Chile to prove if a methodology to develop critical thinking was successful or not. Additionally, a study of the relation between peer assessment and self-assessment (widely recognized activities to develop critical thinking) was done in a higher education institution in Chile when developing critical thinking. The contributions of this thesis are: 1. Developed a procedure to create culture-dependent critical thinking assessment instruments, enhancing the accuracy of assessments across various cultural contexts. 2. Demonstrated that instruments created from this procedure are equivalent internally, enabling their use in pre- and post-test settings across different research contexts. 3. Designed a class methodology that effectively fosters critical thinking within technical and vocational education and training, with potential for application across various contexts in this type of education. 4. Identified discussion and real-world topics as key strategies for enhancing critical thinking development within technical and vocational education and training. 5. Validated empirically the positive impact of peer assessment and self-assessment on the development of critical thinking. 6. Validated empirically that peer assessment has a bigger impact than self-assessment on the development of critical thinking.
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    Diseño de un test interactivo para medir el nivel de pensamiento crítico en el área del razonamiento lógico-matemático para niños de 9 a 12 años
    (2017) López Rojas, Felipe Ignacio; Nussbaum Voehl, Miguel; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    En el año 2002 se fundó la Asociación para el Aprendizaje del siglo 21, grupo multidisciplinario que identificó y determinó qué habilidades y contenidos un ciudadano del siglo 21 debe manejar esencialmente. Entre las habilidades acordadas se encuentra el pensamiento crítico. Varios expertos coinciden en la importancia de desarrollar el pensamiento crítico en el aprendizaje de los alumnos. Incluso, a nivel de currículum en educación se aborda como un objetivo. Surge entonces la inquietud de poder diseñar un instrumento de medición del pensamiento crítico, enfocado en el área del razonamiento lógico matemático. Para elaborarlo, se tomó como base al Reporte Delphi (Facione, 1990). Este es un esfuerzo mancomunado entre varios expertos del tema por definir al pensamiento crítico como concepto, y sirvió para crear veinticuatro indicadores que componen al modelo de evaluación del instrumento. El instrumento elaborado consiste en cuatro mini-juegos unidos por una narrativa en común que se montó en una plataforma web. Los indicadores se miden como preguntas y actividades en torno a estos mini-juegos. La adición de la narrativa provocó la necesidad de evaluar si es que esta podía afectar el desempeño de los estudiantes en el test. Por lo mismo, se elaboraron dos juegos con distinta narrativa, pero igual forma de medir cada indicador. Se siguió una metodología del design based research en conjunto a análisis de usabilidad para crear el instrumento. Para validarlo, se hizo un análisis de experiencia del usuario en conjunto con un análisis estadístico en tres colegios con distinto nivel socioeconómico y con un total de 179 estudiantes. El alfa de Cronbach de este análisis fue de 0,6 y se observaron diferencias de acuerdo al NSE de cada colegio. La experiencia del usuario demostró un efecto de la narrativa en los juegos provocada por el entorno cultural de los estudiantes.
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    Taking critical thinking, creativity and grit online
    (2020) Nussbaum Voehl, Miguel; Barahona Millacura, Camila Daniela; Rodríguez Palma, María Fernanda; Guentulle Saavedra, Victoria Alejandra; López Rojas, Felipe Ignacio; Vásquez Uscanga, Enrique Arturo; Cabezas Gazaga, Verónica