Naturalist intelligence: effects on critical thinking and needs for cognition
A pedagogical program based on the improving of naturalist intelligence on the development of critical thinking skills and needs for cognition in fourth-grade students of a public school in Bogotá is analyzed. The study involved 99 students belonging to three intact groups: two of them are experimen...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9094 |
| _version_ | 1801706440129249280 |
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| author | Maturana, Gerson Aurelio Lombo, María Lisbet |
| author_facet | Maturana, Gerson Aurelio Lombo, María Lisbet |
| author_sort | Maturana, Gerson Aurelio |
| collection | OJS |
| description | A pedagogical program based on the improving of naturalist intelligence on the development of critical thinking skills and needs for cognition in fourth-grade students of a public school in Bogotá is analyzed. The study involved 99 students belonging to three intact groups: two of them are experimental and one is the control group. The methodology follows the quantitative approach. The differences of groups were contrasted through the Student's t-test. Moreover, the relation between variables was determined from the Spearman correlation coefficient, ρ [rho]. As instruments for the collection of information, both the Halpern HCTAES test and the need for cognition test were used, with measurement in two moments: one before the experimental treatment—pre-test—and the other one once the training program in naturalist intelligence finished—post-test. The intervention adopted as a pedagogical approach was the problematic teaching proposed by Majmutov. The results show changes in both the experimental and the control groups. They also show a positive correlation between the variables considered: training in naturalist intelligence and the increase in critical thinking skills; as well as their relation with the previous existence of needs for cognition. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9094 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-90942021-08-28T01:31:32Z Naturalist intelligence: effects on critical thinking and needs for cognition Inteligencia naturalista: efectos sobre el pensamiento crítico y las necesidades de cognición L’intelligence naturaliste : ses effets sur la pensée critique et les besoins de cognition Inteligência Naturalista: efeitos sobre o pensamento e as necessidades de cognição Maturana, Gerson Aurelio Lombo, María Lisbet naturalist intelligence critical thinking need for cognition primary student pedagogical program inteligencia naturalista pensamiento crítico necesidades de cognición estudiante de primaria programa pedagógico intelligence naturaliste pensée critique besoins de cognition élève du primaire programme pédagogique inteligência naturalista pensamento crítico necessidades de cognição estudante de primaria programa pedagógico A pedagogical program based on the improving of naturalist intelligence on the development of critical thinking skills and needs for cognition in fourth-grade students of a public school in Bogotá is analyzed. The study involved 99 students belonging to three intact groups: two of them are experimental and one is the control group. The methodology follows the quantitative approach. The differences of groups were contrasted through the Student's t-test. Moreover, the relation between variables was determined from the Spearman correlation coefficient, ρ [rho]. As instruments for the collection of information, both the Halpern HCTAES test and the need for cognition test were used, with measurement in two moments: one before the experimental treatment—pre-test—and the other one once the training program in naturalist intelligence finished—post-test. The intervention adopted as a pedagogical approach was the problematic teaching proposed by Majmutov. The results show changes in both the experimental and the control groups. They also show a positive correlation between the variables considered: training in naturalist intelligence and the increase in critical thinking skills; as well as their relation with the previous existence of needs for cognition. Se analiza la incidencia de un programa pedagógico basado en el fortalecimiento de la inteligencia naturalista sobre el desarrollo de habilidades de pensamiento crítico y las necesidades de cognición en estudiantes de cuarto de primaria de un colegio público de Bogotá. En el estudio participaron 99 estudiantes pertenecientes a tres grupos intactos: dos experimentales y uno de control. La metodología sigue el enfoque cuantitativo. Las diferencias de grupos se contrastaron a través de la prueba t de Student. Así mismo, se determinó la relación entre variables a partir del coeficiente de correlación de Spearman, ρ [rho]. Como instrumentos para la recolección de información se emplearon el test HCTAES de Halpern y el test de necesidad de cognición, con medición en dos momentos: uno antes del tratamiento experimental —pretest— y otro al finalizar el programa de formación en inteligencia naturalista —postest—. La intervención adoptó como enfoque pedagógico la enseñanza problémica propuesta por Majmutov. Los resultados muestran cambios en los grupos experimentales y de control. También muestran una correlación positiva entre las variables consideradas: formación en inteligencia naturalista y el aumento en las habilidades de pensamiento crítico; como también, su relación con la existencia previa de necesidades de cognición. Cette étude examine l’incidence d’un programme pédagogique, fondé sur le renforcement de l’intelligence naturaliste, sur le développement des compétences de pensée critique et les besoins de cognition des élèves de niveau 4 d’éducation de base dans une école publique à Bogotá. L’étude a été menée auprès de 99 élèves appartenant à trois groupes intacts : deux groupes expérimentaux et un groupe contrôle. La méthode quantitative est utilisée en tant qu’approche de recherche. Les différences entre les groupes ont été comparées grâce au test de Student. De même, la relation entre les variables a été déterminée sur la base du coefficient de corrélation de Spearman, ρ [rho]. Les instruments de collecte des données comprennent le test de Halpern dans sa version en espagnol, HCTAES, et l’échelle de besoin de cognition qui a été administrée à deux moments : avant le traitement expérimental —prétest— et à la fin du programme de formation à l’intelligence naturaliste —postest—. L’approche pédagogique des “problèmes d’éducation” proposée par Majmutov a été utilisée pour mettre en place l’étude. Les résultats révèlent des changements dans les groupes expérimentaux et les groupes de contrôle. Ils montrent aussi une corrélation positive entre les variables considérées : la formation à l’intelligence naturaliste et le développement des compétences de pensée critique, ainsi que leur lien avec l’existence préalable de besoins de cognition. Analisa-se a incidência de um programa pedagógico baseado no fortalecimento da inteligência naturalista sobre o desenvolvimento de habilidades de pensamento crítico e as necessidades cognitivas em estudantes na quarta série do primário de uma escola pública de Bogotá. No estudo participaram 99 estudantes pertencentes a três grupos intactos: dois experimentais e um de controle. A metodologia segue o enfoque quantitativo. As diferenças de grupos contrastaram a través da prova t de Student. Da mesma forma, foi determinada a relação entre variáveis a partir do coeficiente de correlação de Spearman, ρ [rho]. Como instrumentos para a colheita de informação, foram empregados o teste HCTAES de Halpern e o teste de necessidade de cognição, com medição em dois momentos: um antes do tratamento experimental — pré-teste — e outro no final do programa de formação em inteligência naturalista — pos-teste —. A intervenção adotou como enfoque pedagógico o ensino problêmico proposto por Majmutov. Os resultados mostram mudanças nos grupos experimentais e de controle. Também mostram uma correlação positiva entre as variáveis consideradas: formação em inteligência naturalista e aumento das habilidades de pensamento crítico; como também de sua relação com a existência prévia de necessidades de cognição. Universidad Pedagógica y Tecnológica de Colombia 2020-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9094 10.19053/22160159.v11.n25.2020.9094 Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 177 - 204 Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 177 - 204 Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 177 - 204 Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 177 - 204 Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 177 - 204 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9094/8691 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9094/8865 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9094/9117 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9094/10351 Derechos de autor 2020 Gerson Aurelio Maturana, María Lisbet Lombo http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | naturalist intelligence critical thinking need for cognition primary student pedagogical program inteligencia naturalista pensamiento crítico necesidades de cognición estudiante de primaria programa pedagógico intelligence naturaliste pensée critique besoins de cognition élève du primaire programme pédagogique inteligência naturalista pensamento crítico necessidades de cognição estudante de primaria programa pedagógico Maturana, Gerson Aurelio Lombo, María Lisbet Naturalist intelligence: effects on critical thinking and needs for cognition |
| title | Naturalist intelligence: effects on critical thinking and needs for cognition |
| title_alt | Inteligencia naturalista: efectos sobre el pensamiento crítico y las necesidades de cognición L’intelligence naturaliste : ses effets sur la pensée critique et les besoins de cognition Inteligência Naturalista: efeitos sobre o pensamento e as necessidades de cognição |
| title_full | Naturalist intelligence: effects on critical thinking and needs for cognition |
| title_fullStr | Naturalist intelligence: effects on critical thinking and needs for cognition |
| title_full_unstemmed | Naturalist intelligence: effects on critical thinking and needs for cognition |
| title_short | Naturalist intelligence: effects on critical thinking and needs for cognition |
| title_sort | naturalist intelligence effects on critical thinking and needs for cognition |
| topic | naturalist intelligence critical thinking need for cognition primary student pedagogical program inteligencia naturalista pensamiento crítico necesidades de cognición estudiante de primaria programa pedagógico intelligence naturaliste pensée critique besoins de cognition élève du primaire programme pédagogique inteligência naturalista pensamento crítico necessidades de cognição estudante de primaria programa pedagógico |
| topic_facet | naturalist intelligence critical thinking need for cognition primary student pedagogical program inteligencia naturalista pensamiento crítico necesidades de cognición estudiante de primaria programa pedagógico intelligence naturaliste pensée critique besoins de cognition élève du primaire programme pédagogique inteligência naturalista pensamento crítico necessidades de cognição estudante de primaria programa pedagógico |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9094 |
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