Authentic tasks in the development of critical thinking

Abstract

The research carried out aims to reveal the importance of authentic tasks in the development of critical thinking. A documentary research was developed under the analysis-synthesis method. The results show that in order to achieve an authentic task, didactic strategies must be implemented that merit deploying educational innovation processes and offer formative feedback that generates significant learning for the student in the face-to-face and virtual environment; taking on the challenges of e-learning. In the same way, through authentic tasks, students demonstrate what they have learned through situations where the student must respond from creation, assessment and/or research, which promotes their critical-reflective thinking. It is concluded that in order to achieve an authentic task and to achieve the development of critical thinking, didactic processes will be combined from a reflective role of the teacher and the metacognition of the student, paying special attention to their formative potentialities.