Modelo de caso para la enseñanza explícita y progresiva del pensamiento crítico en asignaturas de LFE en el Grado en Turismo

Ana Almagro Esteban

doi:10.58265/pulso.5275

Authors

Ana Almagro Esteban Universidad de Jaén https://orcid.org/0000-0002-7786-9252

DOI:

https://doi.org/10.58265/pulso.5275

Keywords:

Competency-based learning, Student-centered learning, Case Method, Critical thinking

Abstract

This work canvasses the limited empirical studies measuring the enhancement of critical thinking within the case method (Stone et al., 2017; y Tan, 2017), studies which sustain that casebased teaching is a recommendable methodology for critical thinking to come to fruition. However, there is a gap in case models with this aim for LSP subjects, a vital aspect to newly arrived teachers and students to this method. Thus, this paper sets forth a proposal of an originally designed case model for the explicit and gradual teaching of critical thinking in LSP subjects from the Degree in Tourism. This model is based on a three-fold perspective: Bloom’s taxonomy, SWOT analysis, and the combination of two cases types of those distinguised by Westerfield (1989). In line with the foregoing, our conclusions reveal that case models selection is subordinated to learning objectives, that Bloom’s taxonomy facilitates the gradual teach-ing of critical thinking, and that theoretical-ana-lytical frameworks favour deductive reasoning.

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