Didactic strategies for the development of critical thinking in university students

Abstract

This study focuses on analyzing the characteristics of teaching strategies that allow the development of critical thinking in university classrooms. It is a documentary investigation under the method of synthesis analysis as a transversal element. The findings of specific theoretical and methodological aspects allow us to conclude that critical thinking is considered a key competence in contemporary society and that currently the didactic strategies for its development constitute an emerging field, although it shows progress and good practices. It is found that developing critical thinking in university classrooms requires deploying strategies that have a didactic sequence based on activities of opening, development and continuous evaluation-improvement, based on constant dialogue between educators, students and methodologies, being the formative feedback a central mechanism. All this is possible with a sufficiently empowered and motivated teacher, who integrates research with teaching practice.