<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582016000100237</article-id>
<article-id pub-id-type="doi">10.15359/ree.20-1.11</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia transversal pensamiento crítico: Su caracterización en estudiantes de una secundaria de México]]></article-title>
<article-title xml:lang="en"><![CDATA[Crosscurricular Competency of Critical Thinking: Its Characterization in Students of One Mexico High School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina-Patlán]]></surname>
<given-names><![CDATA[Candelaria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-Martínez2]]></surname>
<given-names><![CDATA[Gloria Perla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela-González]]></surname>
<given-names><![CDATA[Jaime Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ Monterrey]]></addr-line>
<country>MX</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ Monterrey]]></addr-line>
<country>MX</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ Monterrey]]></addr-line>
<country>MX</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>237</fpage>
<lpage>262</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582016000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582016000100237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582016000100237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEl presente artículo deriva de un trabajo de investigación cuyo objetivo fue determinar las características del estudiantado de secundaria considerado con dominio de la competencia transversal desarrollo del pensamiento crítico. El estudio tuvo un enfoque post positivista. Empleó la metodología mixta en su modalidad de secuencial exploratoria. En la fase cualitativa se recolectaron datos aplicando entrevistas semiestructuradas a seis estudiantes de primero y segundo de secundaria; los resultados fueron analizados mediante una codificación inductiva. En la fase cuantitativa se aplicó un autorreporte con escala Likert a 50 estudiantes de secundaria. Los datos de esta etapa se sometieron a análisis descriptivo, psicométrico y de relaciones. Se descubrió que el alumnado de secundaria competente en desarrollo de pensamiento crítico tiene habilidades de resolución de problemas, de emisión de juicios y de disposición hacia el pensamiento crítico. Se destaca su solidaridad, el gusto por compartir su conocimiento y por ayudar a quien se lo solicita. También se encontró que es mínima la diferencia de esta competencia entre hombres y mujeres, aunque en el contexto del aula se reflejen más las capacidades de las mujeres. Estos hallazgos pueden ser tomados en cuenta en la práctica educativa para impulsar el desarrollo del pensamiento crítico en estudiantes y, a la vez, su aprendizaje; puesto que al fortalecer la competencia del pensamiento crítico mediante la práctica, se ponen en juego diferentes habilidades, conocimientos y actitudes, lo cual es afín al enfoque de educación actual en México, al enfoque basado en competencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis article is derived from a research study whose objective was to determine the characteristics that high school students have which are considered to be competent in the crosscurricular competence development of critical thinking. The study had a post positivist approach. It used mixed methodology in sequential exploratory mode. In the qualitative phase, data was collected by applying semi-structured interviews to six students of the first and second high school years; the results were analyzed using an inductive encoding. In the quantitative phase a self-report with Likert scale was applied to 50 high school students. The data, at this stage, were submitted to descriptive, psychometric and relations analysis. It was found that high school students, competent in developing critical thinking, feature problem-solving, issuance of judgments and disposition towards critical thinking skills. Their solidarity, the taste for sharing their knowledge and for helping those who prompted them were highlighted. We also found that the difference between men and women in this competition is minimal, but in the classroom context the capacity of women is reflected more. These findings can be taken into account in the educational practice to boost the development of critical thinking in students, and at the same time, their learning, because knowledge, attitudes and different skills come into play when strengthening critical thinking competency through practice, which is akin to the current educational approach in Mexico, to the skills-based approach.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia]]></kwd>
<kwd lng="es"><![CDATA[competencia transversal]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="en"><![CDATA[Competition]]></kwd>
<kwd lng="en"><![CDATA[crosscurricular competency]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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