Publicación:
Development of critical thinking in autistic children through collaborative learning

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dc.audience
dc.contributor.advisorHerrera Naranjo, Sol Jashmed
dc.contributor.authorNegrete Salgado, Juan José
dc.contributor.juryValle Zapata, Liliana
dc.date.accessioned2025-02-05T20:06:32Z
dc.date.available2026-02-04
dc.date.available2025-02-05T20:06:32Z
dc.date.issued2025-02-04
dc.description.abstractEste estudio de caso cualitativo examina cómo el aprendizaje colaborativo, específicamente la estrategia de Think-Pair-Share (TPS), apoya el desarrollo del pensamiento crítico en un estudiante autista que aprende inglés como segunda lengua (A-ELL) en un aula de inglés como lengua extranjera. Abordando la brecha en la investigación sobre enfoques colaborativos para A-ELL, el estudio investiga cómo TPS desarrolla componentes del pensamiento crítico como el análisis, la interpretación, el razonamiento, la resolución de problemas y la comunicación en un estudiante de 5 a 7 años durante un período de un mes. Las fuentes de datos incluyeron observaciones en el aula guiadas por un protocolo y una rúbrica estructurados, y entrevistas semiestructuradas con el docente y el estudiante. Los hallazgos revelaron que el estudiante participó en actividades de TPS, diseñadas para promover el pensamiento crítico, principalmente a través de medios no verbales, como gestos y señalamientos, junto con respuestas verbales limitadas como repetir lo que dicen sus compañeros o el docente. El estudiante utilizó cada vez más la comunicación no verbal para interactuar con sus compañeros, buscar aclaraciones e intentar expresar ideas. El docente notó una reducción de la ansiedad, una mayor participación y una creciente confianza en la resolución de problemas durante el aprendizaje colaborativo, mientras que la entrevista del estudiante confirmó su dependencia del apoyo de los compañeros para la comprensión. Esta investigación enfatiza cómo las estrategias de aprendizaje colaborativo adaptadas, como TPS, pueden ofrecer entornos inclusivos y de apoyo para que los A-ELL desarrollen el pensamiento crítico. Aunque los resultados muestran resultados positivos, también instan a un estudio más extenso para examinar la adaptabilidad y los efectos a largo plazo del aprendizaje colaborativo para este grupo demográfico particular de estudiantes.spa
dc.description.abstractThis qualitative case study explores how collaborative learning, specifically the Think-Pair-Share (TPS) strategy, supports critical thinking development in an autistic English Language Learner (ELL) in an EFL classroom. Addressing the gap in research on collaborative approaches for autistic ELLs, the study investigates how TPS develop critical thinking components like analysis, interpretation, reasoning, problem-solving, and communication in a 5-7-year-old student over a one-month period. Data sources included classroom observations guided by a structured protocol and rubric, and semi-structured interviews with the teacher and the student. The findings revealed that the student engaged in TPS activities, that are designed to promote critical thinking, primarily through non-verbal means, such as gestures and pointing, alongside limited verbal responses like echoing peers or the teacher. The student increasingly used non-verbal communication to interact with peers, sought clarification, and attempted to express ideas. The teacher noted reduced anxiety, increased engagement, and growing confidence in problem-solving during collaborative learning, while the student’s interview confirmed their reliance on peer support for understanding. This research emphasizes how adapted collaborative learning strategies like TPS can offer inclusive and supportive settings for autistic ELLs to develop critical thinking. Although the results show positive outcomes, they also urge further extensive study to examine the adaptability and long-term effects of collaborative learning for this particular learner demographic.eng
dc.description.degreelevelMaestría
dc.description.degreenameMagíster en Enseñanza del Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontents1. Introduction: 7eng
dc.description.tableofcontents2. Literature Review: 12
dc.description.tableofcontents3. Theoretical Framework: 35
dc.description.tableofcontents3.1 Conceptual framework : 35
dc.description.tableofcontents3.1.1 Collaborative learning: 35
dc.description.tableofcontents3.1.2 Cognitive skills: 36
dc.description.tableofcontents3.1.3.1 Special education: 38
dc.description.tableofcontents3.1.3.2. Autistic spectrum disorder: 38
dc.description.tableofcontents3.1.4 Second Language Development in Autism: 39
dc.description.tableofcontents4. Methodology: 39
dc.description.tableofcontents4.1 Research Design: 39
dc.description.tableofcontents4.2 Context and Participants: 41
dc.description.tableofcontents4.4 Data Sources: 42
dc.description.tableofcontents4.4.1 Observations: 42
dc.description.tableofcontents4.4.2 Semi-structured Interviews: 46
dc.description.tableofcontents4.5 Ethical Considerations: 47
dc.description.tableofcontents4.6 Data Analysis: 47
dc.description.tableofcontents5.0 Findings: 51
dc.description.tableofcontents5.1 Critical Thinking in Action: 51
dc.description.tableofcontents5.1.1 Problem Solving: 52
dc.description.tableofcontents5.1.2 Verbal & Nonverbal communication: 54
dc.description.tableofcontents6. Discussion: 58
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9015
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programMaestría en Enseñanza del Inglés
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dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_f1cf
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.keywordsCollaborative learning
dc.subject.keywordsCooperative learning
dc.subject.keywordsThink-pair-share
dc.subject.keywordsSpecial education
dc.subject.keywordsAutism spectrum disorder
dc.subject.keywordsCognitive skills
dc.subject.keywordsCritical thinking
dc.subject.keywordsEnglish language learning
dc.subject.proposalAprendizaje colaborativo
dc.subject.proposalAprendizaje cooperativo
dc.subject.proposalThink-Pair-Share
dc.subject.proposalEducación especial
dc.subject.proposalTrastorno del espectro autista
dc.subject.proposalHabilidades cognitivas
dc.subject.proposalPensamiento crítico
dc.subject.proposalAprendizaje del idioma inglés
dc.titleDevelopment of critical thinking in autistic children through collaborative learningeng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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