Mayéutica en el desarrollo del pensamiento crítico, estudios sociales, básica superior, colegio de bachillerato María del Carmen Gavilánez, santa rosa, 2022-202

Abstract

At the beginning, the research work is oriented to the inquiry of updated information about the use, implementation and application of maieutics as a method for the development of critical thinking in students of Higher Basic Education; responding to a quantitative-qualitative field approach; likewise, the inductive-deductive methods, interview, observation guide and survey were applied, which allowed organizing and interpreting the answers given according to the objective set in a population of 95 students considered according to the study sample carried out by means of its corresponding formula. The project begins with the analysis of the object of study and the identification of the central problem, structuring research objectives, with the main purpose of determining the influence of maieutic in the development of critical thinking, social studies, high school, Colegio de Bachillerato María del Carmen Gavilanes Tenezaca, 2002-2023; then to the delimitation of the variables corresponding to maieutics, and development of critical thinking, then to the development of the theoretical and conceptual framework. After analyzing the results obtained through the use of the research instruments, it was found that the level of critical thinking in students is low, for reasons that teachers do not encourage intellectual autonomy, the stimulation of a new interactive methodology and do not promote meaningful learning suitable for the subject of social studies. Therefore, a total ignorance of maieutic is evident, showing that they practically resort to traditional methods, making the teaching of the contents monotonous and without participation. It is evident that the teachers do not consider the significant learning that the student can achieve, that is, with an expository class they only explain the subject, provide information and perform activities without having that approach with the student to evaluate if he is learning or at least capturing the proposed idea, in addition it was identified that the teachers do not have the resources or didactic materials to teach the classes causing disinterest in the young people for the subject. Finally, for the lack of knowledge of the application of the method, the proposal of a video tutorial was proposed, with theoretical bases based and argued where the development of critical thinking is favored, guiding the teaching staff with a structured and detailed video where it is evident how and in which moments of the class the method can be applied, it is necessary to emphasize that the lesson plan consists of four moments that are necessary for the steps where the method intervenes, determining in each one of them the reasoned argumentation of the students. It should be noted that the presentation of the tutorial provides a demonstrative class that promotes a more elaborate visual learning, with materials that help the retention and understanding of its execution, by having the availability of the video the teachers will have the flexibility of learning, they will learn at their own pace where they can pause and re-watch the most important scenes about this method, another key point that by showing the steps the understanding is facilitated.