Publicación: EFFECT OF A CRITICAL THINKING PROGRAM ON PEDAGOGY STUDENTS REPRESENTATION BIAS
Fecha
2020
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PSICOLOGÍA EDUCACTIVA
Resumen
THE EFFECT OF A CRITICAL THINKING IN COGNITIVE BIASES AIMED FOR PEDAGOGY STUDENTS IS STUDIED. NINETY-FIVE STUDENTS FROM TWO CHILEAN UNIVERSITIES PARTICIPATED. THE METHOD CONSISTED OF A TEST WITH TWO PROBABILITY TASKS. A QUASI-EXPERIMENTAL DESIGN WITH PRE AND POST-TEST WAS USED, TWO EXPERIMENTAL GROUPS RECEIVED TRAINING IN CRITICAL THINKING, ONE OF THEM WITH EXPLICIT BIAS INSTRUCTION, AND IT WAS CONTRASTED WITH A CONTROL GROUP. DATA WAS ANALYZED THROUGH RELIABILITY AND MEAN DIFFERENCES STATISTICS. THE RESULTS INDICATE DIFFERENCES BETWEEN PRE- AND POST-TEST IN BIAS TASK 2; A SIGNIFICANT DIFFERENCE BETWEEN EXPERIMENTAL GROUP WITH BIAS TRAINING AND CONTROL GROUP WAS FOUND. IT IS CONCLUDED THAT THERE IS A DIFFICULTY TO MODIFY THE COGNITIVE BIASES AND A NEED TO WORK THEM EXPLICITLY.
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VOCATIONAL TRAINING, PEDAGOGY, CRITICAL THINKING, COGNITION, BIASES, SESGOS, PENSAMIENTO CRÍTICO, PEDAGOGÍA, FORMACIÓN PROFESIONAL, COGNICIÓN
