Literacy and/or Critical Thinking in University Students

Abstract

In order to discover how our students at La Salle Benavente University begin critical thinking when addressing study topics, we start with a first moment of approach to learn about the way in which they carry out said process based on the script presented below; which can be applied in the subjects that we teach in the various bachelor's and postgraduate degrees in education.  Let us remember that we will not necessarily work with printed readings, but we can start from practical activities, slide presentations, student presentations, or some other form of work that leads to understanding on the part of the students. We can also resort to the support of one of them in order to systematize all the information generated in the classroom.  The activity in working with learning content begins when the teacher makes a presentation of the topic to be discussed, then asks a series of pre-questions (literal questions) to probe what the students know about said topic, or asks them to define, mention and list some aspects of it. This first stage will allow the teacher to review and update the students' prior knowledge. Later he will give instructions for the next moment in class. If it is a reading, indicate how it will be done (individually or as a team). If it is another form of work, it will indicate the strategy to follow. Next, the teacher or student reporter proceeds to write down the activities carried out by the rest of the group, for example: if it is a slide presentation, if the students ask questions about what is being discussed, if they make analogies, give their point of view, they generate conclusions regarding the information addressed, etc. On the other hand, when trying to read a text: if they carry out a preliminary reading, a second fragmented reading, linear and structural underlining, or ask questions in the margin.  At the end of the previous activity, the teacher can pose questions that lead to the analysis, interpretation, argumentation and reflection of the topic addressed. The diversity of ideas that arise in the group can be used for this and the teacher can provide feedback on them.