Aplicación de metodologías activas en el desarrollo del pensamiento crítico en estudiantes de educación básica media
DOI:
https://doi.org/10.5281/zenodo.19957686Palabras clave:
metodologías activas, pensamiento crítico, educación básica media, aprendizaje colaborativo, mediación docenteResumen
Las metodologías activas constituyen una alternativa pedagógica para fortalecer el pensamiento crítico en estudiantes de educación básica media, porque promueven la participación, el análisis, la argumentación, la reflexión y la toma de decisiones fundamentadas. El objetivo del artículo fue analizar la aplicación de metodologías activas en el desarrollo del pensamiento crítico en estudiantes de educación básica media. La metodología se desarrolló desde un enfoque cualitativo, documental, descriptivo y analítico, mediante la revisión de estudios académicos, artículos científicos e investigaciones educativas publicadas entre 2020 y 2026. Los resultados evidenciaron que el aprendizaje basado en problemas, el aprendizaje basado en proyectos, el aprendizaje colaborativo, el aprendizaje por indagación, el estudio de casos y la gamificación educativa favorecieron habilidades como interpretar información, comparar alternativas, justificar respuestas y construir conclusiones razonadas. Se concluyó que las metodologías activas contribuyen al pensamiento crítico cuando se aplican con planificación, mediación docente y evaluación formativa, evitando que la participación se reduzca a una actividad superficial.
Descargas
Referencias
Abdullah, M. (2025). Enhancing middle school students’ scientific literacy through inquiry-based learning on environmental issues. Journal of Science and Mathematics Education, 4(1), 45–58. https://ejournal.publine.or.id/index.php/josme/article/view/338
Abugri, B. A., Atinga, R. A., & D’Ambruoso, L. (2026). The effects of problem-based learning on critical thinking and communication skills: A scoping review. PLOS ONE, 21(1), Article e0342599. https://doi.org/10.1371/journal.pone.0342599
Almufarreh, A. (2026). Gamification in education and its impact on student engagement and learning outcomes. Algorithms, 19(2), Article 143. https://doi.org/10.3390/a19020143
Arifin, S., Mubarok, H., & Sofyan, H. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), Article em2554. https://www.ejmste.com/article/the-effect-of-inquiry-based-learning-on-students-critical-thinking-skills-in-science-education-a-15988
Bezanilla, M. J., Galindo-Domínguez, H., & Poblete, M. (2021). Importance of teaching critical thinking in higher education and existing difficulties according to teacher views. Multidisciplinary Journal of Educational Research, 11(1), 20–48. https://doi.org/10.4471/remie.2021.6159
Caiza, E. P. H., Morales, J. A., & Valverde, L. M. (2024). Metodologías activas y su incidencia en el pensamiento crítico. Revista Científica Reincisol, 3(6), 1–15. https://www.reincisol.com/ojs/index.php/reincisol/article/view/511
De Klerk, E. D. (2025). Enhancing critical thinking through collaborative learning. Accounting Education, 34(1), 1–18. https://doi.org/10.1080/09639284.2024.2361647
Doğan, Y., Batdı, V., & Yaşar, M. D. (2026). Project-based learning in schools: A multi-complementary review. Humanities and Social Sciences Communications, 13, Article 6684. https://doi.org/10.1057/s41599-026-06684-4
González López, A. M., García Martínez, I., & Rodríguez García, A. M. (2025). Use of active methodologies in basic education. Education Sciences, 15(11), Article 1536. https://doi.org/10.3390/educsci15111536
Journal of Neonatal Surgery. (2025). The effectiveness of case-based learning in enhancing analytical skills and decision-making. Journal of Neonatal Surgery, 14(2), 1–12. https://www.jneonatalsurg.com/index.php/jns/article/view/1844
López, J. M. (2026). The impact of gamified environments on the development of active methodologies in education. Polo del Conocimiento, 11(1), 1–18. https://polodelconocimiento.com/ojs/index.php/es/article/view/11059/html
Lu, L. (2025). A meta-analysis of the effectiveness of problem-based learning on critical thinking. European Journal of Educational Research, 14(2), 639–652. https://www.eu-jer.com/a-meta-analysis-of-the-effectiveness-of-problem-based-learning-on-critical-thinking
Muñiz, R. E. A., Zambrano, C. L., & Cedeño, M. P. (2025). Metodologías activas como estrategias para fomentar el pensamiento crítico. RECIMUNDO, 9(2), 122–136. https://www.recimundo.com/index.php/es/article/view/2516
Mutanga, M. B. (2024). Students’ perspectives and experiences in project-based learning. Journal of Education and Learning Technology, 3(4), Article 52. https://www.mdpi.com/2813-4346/3/4/52
Putra, R. A., Ningsih, S., & Rahman, A. (2025). Implementation of problem-based learning to enhance critical thinking skills among junior secondary students. International Journal of Educational Research Excellence, 4(2), 210–222. https://ejournal.ipinternasional.com/index.php/ijere/article/view/1344
Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2022). The effectiveness of collaborative learning on critical thinking, creative thinking, and metacognitive skill ability: Meta-analysis on biological learning. European Journal of Educational Research, 11(3), 1607–1628. https://www.eu-jer.com/the-effectiveness-of-collaborative-learning-on-critical-thinking-creative-thinking-and-metacognitive-skill-ability-meta-analysis-on-biological-learning
Rehman, N., Zhang, W., Mahmood, A., & Iqbal, J. (2024). Project-based learning as a catalyst for 21st-century skills and critical thinking. Heliyon, 10(23), Article e40619. https://doi.org/10.1016/j.heliyon.2024.e40619
Riyanda, A. R., Ambiyar, A., & Waskito, W. (2024). Enhancing higher-order thinking skills through case-based and project-based learning models. Journal of Hunan University Natural Sciences, 51(4), 118–130. https://jonuns.com/index.php/journal/article/view/1590
Sánchez, P. A. A. (2024). Metodologías activas para el desarrollo del pensamiento crítico y creativo. Universidad Politécnica Salesiana. https://pure.ups.edu.ec/en/publications/metodolog%C3%ADas-activas-para-el-desarrollo-del-pensamiento-cr%C3%ADtico-y/
Sappaile, B. I., Ahmad, D., & Nur, A. S. (2025). Fostering critical thinking among middle school students through problem-based learning. International Journal of Educational Research Excellence, 4(1), 88–101. https://ejournal.ipinternasional.com/index.php/ijere/article/download/1253/1312
Yu, L., Shek, D. T. L., & Zhu, X. (2023). The critical thinking-oriented adaptations of problem-based learning: A systematic review. Frontiers in Education, 8, Article 1139987. https://doi.org/10.3389/feduc.2023.1139987
Zhang, L., Wang, X., & Liu, Y. (2023). A study of the impact of project-based learning on student learning outcomes. Frontiers in Psychology, 14, Article 1202728. https://pmc.ncbi.nlm.nih.gov/articles/PMC10411581/
