O desenvolvimento do pensamento crítico por meio de ferramentas digitais no ensino médio
DOI:
https://doi.org/10.51247/st.v8iS1.597Palavras-chave:
pensamiento crítico, herramientas digitales, educación secundaria, estrategias pedagógicas.Resumo
O objetivo deste artigo de revisão foi analisar a literatura científica existente sobre o uso de ferramentas digitais para o desenvolvimento do pensamento crítico em alunos do ensino médio. A metodologia empregada foi uma revisão sistemática, que envolveu uma busca exaustiva em bases de dados acadêmicas utilizando termos-chave relacionados ao pensamento crítico, ferramentas digitais e educação secundária. Foram identificados e analisados estudos empíricos que investigaram a implementação e o impacto de diversas ferramentas digitais no fomento de habilidades de pensamento de ordem superior. As descobertas revelaram uma ampla gama de ferramentas digitais, como plataformas de colaboração, ferramentas de discussão, recursos de análise de informações, software de simulação e ferramentas de criação multimídia, cujo uso, em conjunto com estratégias pedagógicas ativas (aprendizagem baseada em projetos, investigação guiada, etc.), mostrou potencial significativo para aprimorar o pensamento crítico. No entanto, a eficácia dependia crucialmente do design instrucional e do treinamento dos professores. Desafios como a exclusão digital e a necessidade de avaliação adequada foram identificados. Concluindo, a integração cuidadosa de ferramentas digitais oferece oportunidades para cultivar o pensamento crítico no ensino médio, embora exija uma implementação pedagogicamente informada e o enfrentamento das limitações existentes.
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Direitos de Autor (c) 2025 Ingrid Katiuska Noblecilla-Espinoza, Verónica Jacqueline Guamán-Gómez
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
