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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Estrategias pedagógicas para el desarrollo del pensamiento crítico en educación básica: revisión sistemática

Pedagogical strategies for critical thinking development in basic education: a systematic review
Publicado
2026-06-17

Contexto: El desarrollo del pensamiento crítico en educación básica es esencial para que los estudiantes analicen y evalúen información, así como para tomar decisiones fundamentadas. Objetivo: Analizar las estrategias pedagógicas que contribuyen al desarrollo del pensamiento crítico en estudiantes de educación básica. Metodología: Se realizó una revisión sistemática siguiendo el método PRISMA, seleccionando 20 artículos originales publicados entre 2021 y 2025. Se evaluaron estrategias pedagógicas, enfoques metodológicos, uso de tecnologías y contexto geográfico y educativo de las intervenciones. Resultados: El aprendizaje basado en problemas fue la estrategia más recurrente y efectiva. Las metodologías activas —aprendizaje por proyectos, aula invertida, gamificación y aprendizaje cooperativo— superaron a la enseñanza tradicional en habilidades de análisis, evaluación e inferencia. Las intervenciones que integraron tecnologías fueron eficaces cuando contaron con mediación docente. Predominaron diseños cuasi-experimentales, con mayor frecuencia en educación secundaria y concentración geográfica en Indonesia. Conclusiones: Las estrategias activas y el uso mediado de tecnologías favorecen significativamente el desarrollo del pensamiento crítico en educación básica. Se recomienda incrementar estudios cualitativos, fortalecer la formación docente y ampliar la diversidad geográfica para consolidar la evidencia sobre prácticas pedagógicas efectivas.

Context: The development of critical thinking within basic education is essential for enabling students to analyze information, evaluate evidence, and make informed, evidence-based decisions. Objective: This study aims to examine the pedagogical strategies that facilitate the development of critical thinking skills among students in basic education. Methodology: A systematic literature review was conducted in accordance with the PRISMA guidelines, analyzing 20 original research articles published between 2021 and 2025. The review evaluated pedagogical strategies, methodological approaches, technological integration, and the geographic and educational contexts of the interventions. Results: Problem-Based Learning (PBL) emerged as the most prevalent and effective strategy. Active learning methodologies—including Project-Based Learning (PjBL), flipped classrooms, gamification, and cooperative learning—consistently outperformed traditional instruction in enhancing analysis, evaluation, and inference skills. Furthermore, technology-integrated interventions proved effective when supported by teacher mediation. Methodologically, quasi-experimental designs predominated, with a higher frequency of studies focused on secondary education and a significant geographic concentration in Indonesia. Conclusions: Active pedagogical strategies and the mediated use of technology significantly foster critical thinking in basic education. These findings highlight the need for increased qualitative research, enhanced teacher professional development, and broader geographic diversity to further bolster the evidence base for effective pedagogical practices.

Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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