Development of critical thinking in high school students

Abstract

The progressive increase in cognitive skills, the new scenarios generated by emerging phenomena, the high rates of uncertainty for making adequate decisions, as well as the complexity with which they must be approached responsibly and with full awareness of the probable consequences, require that critical thinking be taught from the classroom, through the use of virtuality, so that it becomes a useful tool in everyday life and advances in the face of new scenarios with caution and assessing both the risks and the advantages. The objective of this research is to analyze critical thinking in secondary education, for this, 31 articles from indexed databases were analyzed, being a research review of scientific literature, the data were analyzed with a software 0 for qualitative research and were subjected to content analysis, the results show that it is based on criteria, is self-correcting and is flexible to the context; It was concluded that critical thinking is a higher order skill that requires a series of processes such as foundation, self-reflection, contextualization, it is nourished by knowledge and experience and is developed both in face-to-face environments and in virtual settings. Key words: critical thinking, self-correction, flexibility.