<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000200809</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i33.764</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento crítico en estudiantes de educación básica regular]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical thinking in regular basic education students]]></article-title>
<article-title xml:lang="pt"><![CDATA[O pensamento crítico em estudantes da educação básica regular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saavedra-Pizarro]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>33</numero>
<fpage>809</fpage>
<lpage>819</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000200809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000200809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000200809&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El pensamiento crítico es una habilidad fundamental que deben desarrollar los estudiantes desde el inicio de la escolaridad, sin embargo, existen dificultades en el intento por promoverlo efectivamente. El objetivo planteado fue caracterizar el nivel del pensamiento crítico en estudiantes de educación básica regular. La investigación fue de tipo básica con diseño descriptivo no experimental. La muestra estuvo conformada por 145 estudiantes de educación secundaria, se empleó la técnica de la encuesta y fue utilizado el instrumento del pensamiento crítico de Zaldívar (2010). Los resultados evidenciaron que el pensamiento crítico se halla en un nivel medio (43%), al igual que el reconocimiento de asunciones (47.7%) y la evaluación de argumentos (47%). En el caso de las interpretaciones, se alcanzó un nivel bajo (45.7%). Se pudo concluir que existe la necesidad de un esfuerzo integral para desarrollar habilidades de pensamiento crítico en estudiantes de educación básica regular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Critical thinking is a fundamental skill that students should develop from the beginning of schooling; however, there are difficulties in the attempt to promote it effectively. The objective was to characterize the level of critical thinking in regular elementary school students. The research was of a basic type with a descriptive non-experimental design. The sample consisted of 145 high school students, the survey technique was used and the critical thinking instrument of Zaldívar (2010) was used. The results showed that critical thinking is at a medium level (43%), as well as the recognition of assumptions (47.7%) and the evaluation of arguments (47%). In the case of interpretations, a low level was reached (45.7%). It was possible to conclude that there is a need for a comprehensive effort to develop critical thinking skills in regular elementary school students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O pensamento crítico é uma habilidade fundamental que os alunos devem desenvolver desde o início da escolaridade, no entanto, há dificuldades na tentativa de promovê-lo de forma eficaz. O objetivo foi caracterizar o nível de pensamento crítico em alunos do ensino básico regular. A pesquisa foi básica, com um projeto descritivo e não experimental. A amostra foi composta por 145 alunos do ensino médio, foi utilizada a técnica de pesquisa e o instrumento de pensamento crítico de Zaldívar (2010). Os resultados mostraram que o pensamento crítico está em um nível médio (43%), assim como o reconhecimento de suposições (47,7%) e a avaliação de argumentos (47%). No caso das interpretações, foi atingido um nível baixo (45,7%). Pode-se concluir que há necessidade de um esforço abrangente para desenvolver habilidades de pensamento crítico em alunos do ensino básico regular.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[Interpretaciones]]></kwd>
<kwd lng="es"><![CDATA[Reconocimiento de Asunciones, Evaluación de argumentos]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[Interpretations]]></kwd>
<kwd lng="en"><![CDATA[Recognition of Assumptions, Evaluation of arguments]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[Interpretações]]></kwd>
<kwd lng="pt"><![CDATA[Reconhecimento de suposições]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de argumentos]]></kwd>
</kwd-group>
</article-meta>
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