Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme

[EN]The changes of the 21st century arising from globalisation and technology have led to a transformation both in the professional and the personal environment. Today's highly complex world demands a more in-depth way of thinking in order to adapt to these changes. In this paper, a training sy...

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Detalles Bibliográficos
Autores: Fernández Rivas, Silvia, Saiz Sánchez, Carlos
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/154502
Acceso en línea:http://hdl.handle.net/10366/154502
Access Level:acceso abierto
Palabra clave:Critical thinking
Argumentation
Explanation
Decision-making
Problem-solving
Training and evaluation
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spelling Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programmeFernández Rivas, SilviaSaiz Sánchez, CarlosCritical thinkingArgumentationExplanationDecision-makingProblem-solvingTraining and evaluation[EN]The changes of the 21st century arising from globalisation and technology have led to a transformation both in the professional and the personal environment. Today's highly complex world demands a more in-depth way of thinking in order to adapt to these changes. In this paper, a training system has been proposed to address these issues. In recent years, our team has progressively developed a programme for teaching critical thinking to university students, obtaining very positive results in the improvement of these skills. Our experience over the years has enabled us to modify and improve the ARDESOS programme. These modifications include the addition of a new methodology called DIAPROVE. The new approach is based on primarily working on the diagnostic, prognostic, and verification procedures. Our general objective in this study was to improve critical thinking skills using the latest version of our training programme. We have implemented this programme to see if it produced the desired changes in terms of the magnitude of effect and generalisation of skills. The effectiveness of previous versions had already been demonstrated in different studies, and our aim in this study was to show whether this latest version of the programme (DIAPROVE) substantially improved the effectiveness of the teaching of transversal thinking skills. The PENCRISAL test was the tool used to evaluate the level of improvement. To verify our hypotheses, we used a quasi-experimental design involving a control and an experimental group. Pre/post intervention measures were taken in order to determine the changes in learning. The results show that the experimental group significantly improved its performance in critical thinking for the control group, both globally and in each of the dimensions; in addition, a significant interaction effect was obtained, which further supports our starting hypothesis.Elsevier202420242023info:eu-repo/semantics/articlehttp://hdl.handle.net/10366/154502reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)Inglésinfo:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1545022026-06-07T06:28:51Z
dc.title.none.fl_str_mv Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
title Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
spellingShingle Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
Fernández Rivas, Silvia
Critical thinking
Argumentation
Explanation
Decision-making
Problem-solving
Training and evaluation
title_short Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
title_full Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
title_fullStr Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
title_full_unstemmed Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
title_sort Evaluation of the effectiveness of the ARDESOS-DIAPROVE critical thinking training programme
dc.creator.none.fl_str_mv Fernández Rivas, Silvia
Saiz Sánchez, Carlos
author Fernández Rivas, Silvia
author_facet Fernández Rivas, Silvia
Saiz Sánchez, Carlos
author_role author
author2 Saiz Sánchez, Carlos
author2_role author
dc.subject.none.fl_str_mv Critical thinking
Argumentation
Explanation
Decision-making
Problem-solving
Training and evaluation
topic Critical thinking
Argumentation
Explanation
Decision-making
Problem-solving
Training and evaluation
description [EN]The changes of the 21st century arising from globalisation and technology have led to a transformation both in the professional and the personal environment. Today's highly complex world demands a more in-depth way of thinking in order to adapt to these changes. In this paper, a training system has been proposed to address these issues. In recent years, our team has progressively developed a programme for teaching critical thinking to university students, obtaining very positive results in the improvement of these skills. Our experience over the years has enabled us to modify and improve the ARDESOS programme. These modifications include the addition of a new methodology called DIAPROVE. The new approach is based on primarily working on the diagnostic, prognostic, and verification procedures. Our general objective in this study was to improve critical thinking skills using the latest version of our training programme. We have implemented this programme to see if it produced the desired changes in terms of the magnitude of effect and generalisation of skills. The effectiveness of previous versions had already been demonstrated in different studies, and our aim in this study was to show whether this latest version of the programme (DIAPROVE) substantially improved the effectiveness of the teaching of transversal thinking skills. The PENCRISAL test was the tool used to evaluate the level of improvement. To verify our hypotheses, we used a quasi-experimental design involving a control and an experimental group. Pre/post intervention measures were taken in order to determine the changes in learning. The results show that the experimental group significantly improved its performance in critical thinking for the control group, both globally and in each of the dimensions; in addition, a significant interaction effect was obtained, which further supports our starting hypothesis.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/154502
url http://hdl.handle.net/10366/154502
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300719

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