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

Autores/as

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

DOI:

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

Palabras clave:

Enseñanza basada en competencias, Metodología basada en el estudiante, Método de caso, Pensamiento crítico

Resumen

Este trabajo se sustenta en los exiguos estudios empíricos que miden la potenciación del pensamiento crítico con el método del caso (Stone et al., 2017; y Tan, 2017), estudios que constatan la idoneidad de dicha metodología para este fin. No obstante, existe una laguna de modelos de casos con esta finalidad para asignaturas de LFE, aspecto clave para profesores y alumnos recién iniciados en el método del caso. Así, se propone un modelo de caso de diseño original para la enseñanza explícita y progresiva del pensamiento crítico en asignaturas de LFE en el Grado en Turismo. Dicho modelo se sustenta en tres elementos: la taxonomía de Bloom, el análisis DAFO y la conjunción de dos tipos de casos de los propuestos por Westerfield (1989). De la propuesta centro de atención se desprende que la elección del modelo de caso está subordinada a los objetivos de aprendizaje, que la taxonomía de Bloom facilita la enseñanza progresiva del pensamiento crítico y que los marcos teórico-analíticos favorecen el razonamiento deductivo.

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