External authors:

• Felipe Lopez ( University Diego Portales )
• Mayra Contreras ( Fdn Inst Profes DUOC UC )
• Ricardo Paredes ( Pontificia Universidad Catolica de Chile )
• Damian Gelerstein ( Pontificia Universidad Catolica de Chile )
• Danilo Alvares ( University of Cambridge )
• Pablo Chiuminatto ( Pontificia Universidad Catolica de Chile )

Abstract:

Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long "Basic Communication Skills" class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher's job in the classroom and improve the development of critical thinking in a specific technical and vocational education context.