Development of the Perception of Achievement of Complex Thinking: A Disciplinary Approach in a Latin American Student Population
Development of the Perception of Achievement of Complex Thinking: A Disciplinary Approach in a Latin American Student Population
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DOI：
10.3390/educsci12050289
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发表时间：
2022-05-01
影响因子：
3
通讯作者：
Millan, Antonio
中科院分区：
文献类型：
--
作者：
Carlos Vazquez-Parra, Jose;Margarita Castillo-Martinez, Isolda;Millan, Antonio
本文旨在确定拉丁美洲不同学科的学生群体在复杂思维能力的感知成就水平上是否存在统计学上的显著差异。其目的是证实或质疑将某些类型的思维（系统的、科学的和批判性的）归类为某些学科的特征元素的学术文献。方法上，验证的复杂性仪器应用于来自墨西哥一所大学的370名本科生样本。结果表明，系统思维的最高水平可以在工程、商业和人文学科中找到，而批判性思维的最高水平可以在建筑系学生中找到。然而，在统计学上，各学科的总体比较结果没有显着差异。总而言之，本研究的发现对教育机构来说是有价值的，它试图培养学生的复杂思维，表明学科领域并不是发展特定能力及其子能力的成就感知的限制因素。
This paper aims to identify whether there are statistically significant differences in the level of perceived achievement of complex thinking competence in a population of Latin American students from different disciplines. The intention is to corroborate or question the academic literature that categorizes certain types of thinking (systemic, scientific, and critical) as characteristic elements of some disciplines. Methodologically, the validated eComplexity instrument was applied to a sample of 370 undergraduate students from a Mexican university. The results showed that the highest means for systems thinking can be found in the disciplines of Engineering, Business, and Humanities, while the highest means for critical thinking can be found among architecture students. However, statistically, the results showed no significant differences upon an overall comparison of all disciplines. In conclusion, the findings of this study prove to be valuable for educational institutions seeking to develop complex thinking in their students, demonstrating that the disciplinary area is not a limiting factor in developing a perception of achievement in a particular competence and its sub-competences.