Unidad didáctica como estrategia para iniciar pensamiento crítico en cuanto a comprensión en los estudiantes del grado 205 de la I. E. La unidad.

Abstract

The present research work is based on the contribution to initiate critical thinking processes in the students of the grade 205 of the elementary school called La unidad, through the strengthening of reading comprehension at an inferential and critical level. For this purpose, a qualitative methodology with an action research design is used. In order to define the reading categories to be worked on in the didactic units, a diagnostic test is made which shows that the level of reading comprehension in which the students find themselves is real. Specifying the approach, the design of three didactic units is carried out and the application of one of them as an instrument for collecting information, as well as observation sheets and perception survey to the students, Once the information has been analyzed through a triangulation of instruments, it is possible to show that there is a progress in the process of comprehension at an inferential and critical level, attributing the progress to the activities proposed in the didactic units, as well as the motivation of the students with the topics worked on, hence the activities can be continued with the intention of starting critical thinking in second grade students.