Test de pensamiento crítico para estudiantes de enseñanza básica y secundaria || Critical thinking test for elementary and secondary students

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Publicado: dic. 1, 2018

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José Lopes
Universidade de Trás-os-Montes e Alto Douro
Portugal
http://orcid.org/0000-0002-6845-8371
Biografía
Helena Silva
Universidade de Trás-os-Montes e Alto Douro
Portugal
http://orcid.org/0000-0003-2855-9634
Biografía
Eva Morais
Universidade de Trás-os-Montes e Alto Douro
Portugal
https://orcid.org/0000-0002-3815-9821
Biografía
Vol. 5 Núm. 2 (2018), Artículos, Páginas 82-91
DOI: https://doi.org/10.17979/reipe.2018.5.2.3339
Recibido: feb. 20, 2018 Aceptado: ago. 4, 2018 Publicado: dic. 1, 2018
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Resumen

A importância que o pensamento crítico tem na educação é apoiada por inúmeros trabalhos de investigação desde há décadas. Não existindo um teste de avaliação do pensamento crítico pensado e construído de raíz para ser utilizado em Portugal, o foco deste artigo é a apresentação de um teste de pensamento crítico (TPC) para adolescentes portugueses. Apresentamos o estudo exploratório de validação deste instrumento, administrado a 128 estudantes de ambos os sexos, com idades entre os 12 e os 19 anos, a frequentar escolas dos ensinos básico e secundário de estatuto socioeconómico baixo e alto. Estimou-se a validade de construto do instrumento constituído por nove itens mediante uma Análise Fatorial Exploratória (AFE), para avaliar a multidimensionalidade do TPC, verificando-se a existência de três fatores: Criação, argumentação e explicação, explicando 70.07% da variância total. Foram encontradas diferenças significativas entre os anos de escolaridade e entre as escolas. Os resultados sugerem que o desenvolvimento de competências de pensamento crítico tem relação com o ano de escolaridade e o estatuto socioeconómico dos estudantes.

Palabras clave:

pensamiento crítico, enseñanza básica y secundaria, evaluación, validación

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