Critical thinking in the digital age. A case study with Sociology students from the Popular University of Cesar

Abstract

Introduction: The starting point was the need to improve reading comprehension levels among Sociology students, given the low results obtained in previous assessments. Objectives: Students were evaluated through a workshop to compare results from two rubrics, one focused on reading comprehension and the other on critical thinking. Methodology: A case study was conducted with six students from the Sociology of Education course, based on the article "El currículo: una reflexión crítica" by Luis Malagón Plata. A second assessment was conducted by a group of professors. The course instructor then applied a rubric to assess the development of critical thinking. Results: A low level of reading comprehension and textual production was recorded, but there was better development of critical thinking. Conclusions: It is concluded that changes are necessary in the development of critical thinking due to a shift from text-based learning to one centered on thought, through dialogical didactics.