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Promoting critical thinking in students through collaborative learning and problem-based learning: internship experience

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dc.audience
dc.contributor.advisorPugliese de Gonzalez, Gabriella
dc.contributor.authorBabilonia Doria, Alejandro José
dc.contributor.educationalvalidatorAsesora en la escritura del reporte de pasantías
dc.contributor.juryVergara Sanchez, Elkin David
dc.date.accessioned2024-12-09T16:41:37Z
dc.date.available2024-12-09T16:41:37Z
dc.date.issued2024-12-06
dc.description.abstractEl inglés se ha convertido en una herramienta esencial para la comunicación global y el desarrollo personal, especialmente en comunidades de escasos recursos. Este informe de pasantía detalla mi experiencia en el programa Bilingüismo para la Paz, que promueve el aprendizaje del idioma inglés como una forma de reducir las desigualdades sociales. En esta pasantía, enfatizo la importancia de desarrollar habilidades de pensamiento crítico, que empoderan a los estudiantes para analizar, evaluar y responder a los desafíos del mundo real. Durante la pasantía, enseñé inglés a estudiantes de nivel intermedio, enfocándome en lecciones interactivas que fomentaban la colaboración y la resolución de problemas, utilizando métodos como el aprendizaje colaborativo (CL), el aprendizaje basado en problemas (PBL) y el aprendizaje basado en la investigación (IBL). A través de esto, observé cómo el fomento del pensamiento crítico alentaba a los estudiantes a convertirse en estudiantes más independientes y participantes activos en su educación.spa
dc.description.abstractEnglish has become an essential tool for global communication and personal development, especially in under-resourced communities. This internship report details my experience in the Bilingualism for Peace program, which promotes English language learning as a way to reduce social inequalities. In this internship, I emphasize the importance of developing critical thinking skills, which empower students to analyze, evaluate, and respond to real-world challenges. During the internship, I taught English to intermediate-level students, focusing on interactive lessons that encouraged collaboration and problem-solving, using methods such as Collaborative Learning (CL), Problem-Based Learning (PBL), and Inquiry-Based Learning (IBL). Through this, I observed how fostering critical thinking encouraged students to become more independent learners and active participants in their education.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontents1. Introduction...................................................................8eng
dc.description.tableofcontents2. Underlying Theories.....................................................10eng
dc.description.tableofcontents2.1. Critical Thinking............................................................10eng
dc.description.tableofcontents2.1.1. Six Thinkings Hats.................................................12eng
dc.description.tableofcontents2.2. Collaborative Learning...................................................14eng
dc.description.tableofcontents2.3. Inquiry-Based Learning..................................................16eng
dc.description.tableofcontents2.4. Problem-Based Learning...............................................17eng
dc.description.tableofcontents3. Teaching Methods and Strategies................................18eng
dc.description.tableofcontents3.1. Duties Chart......................................................................20eng
dc.description.tableofcontents4. Gains..................................................................................22eng
dc.description.tableofcontents4.1. Meaningful Lesson..........................................................22eng
dc.description.tableofcontents4.2. Personal and Professional Growth.................................31eng
dc.description.tableofcontents5. Conclusions and Suggestions.........................................32eng
dc.description.tableofcontents6. Limitations...........................................................................34eng
dc.description.tableofcontents7. References...........................................................................36eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8794
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.relation.referencesBarrett, T. (2006). Understanding problem-based learning. In T. Barrett & I. MacLabhrainn (Eds.), Handbook of enquiry & problem based learning (pp. 13-25). CELT. University College Dublin.
dc.relation.referencesBassham, G., Irwin, W., Nardone, H., & Wallace, J. M. (2010). Critical thinking: A student’s introduction. McGraw-Hill.
dc.relation.referencesBirgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted education and creativity, 2(2), 71-80.
dc.relation.referencesDe Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International journal of engineering education, 19(5), 657-662.
dc.relation.referencesIsmail, N., Alias, S., & Albakri, I. (2006). Inquiry based learning: A new approach to classroom learning. English Language Journal, 2(1), 13-24.
dc.relation.referencesKarmakar, P., & Chattopadhyay, K. N. (2024). Six thinking hats: A educational technique to enhance cognitive abilities in education. Asian Journal of Education and Social Studies, 50(1), 167-173.
dc.relation.referencesLaal, M., & Laal, M. (2012). Collaborative learning: what is it?. Procedia-Social and Behavioral Sciences, 31, 491-495.
dc.relation.referencesPadmanabha, C. H. (2018). Critical Thinking: Conceptual Framework. Journal on Educational Psychology, 11(4), 45-53.
dc.relation.referencesRokhaniyah, H. (2016). The implementation of collaborative learning to enhance the students’ critical thinking in writing. At-Ta'dib, 11(1).
dc.relation.referencesSarigoz, O. (2012). Assessment of the high school students' critical thinking skills. Procedia-Social and Behavioral Sciences, 46, 5315-5319.
dc.relation.referencesWarsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443-460.
dc.relation.referencesYuan, H., Kunaviktikul, W., Klunklin, A., & Williams, B. A. (2008). Promoting critical thinking skills through problem-based learning. CMU. Journal of Soc. Sci. and Human, 2(2), 85-99.
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsBilingualism
dc.subject.keywordsCritical Thinking (CT)
dc.subject.keywordsCollaborative Learning (CL)
dc.subject.keywordsInquiry-based Learning (IBL)
dc.subject.keywordsProblem-based Learning (PBL)
dc.subject.proposalBilingüismo
dc.subject.proposalPensamiento Crítico
dc.subject.proposalAprendizaje Colaborativo
dc.subject.proposalAprendizaje Basado en la Indagación
dc.subject.proposalAprendizaje Basado en Problemas
dc.titlePromoting critical thinking in students through collaborative learning and problem-based learning: internship experienceeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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