The formation of the university student and its relationship with higher-order cognitive skills
DOI:
https://doi.org/10.32870/dse.v0i32.1602Abstract
The cognitive skills that students of the 21st century are expected to develop respond to the demands of an increasingly complex society and are clearly stipulated in the development plans of universities. However, in practice, this can represent a challenge for teachers. For this reason, in this work we will first focus on establishing a conceptual basis to understand the meaning of higher-order cognitive skills. Secondly, we will analyze the results of research that studied the relationship between the development of cognitive skills and the training of university students. Finally, we will present some reflections on how we currently understanduniversity education beyond the agendas that mark an ideal path to follow for the preparation of the citizen of tomorrow.Downloads
References
Aguilar, P.; L. Cruz; D. Aguilar; C. Magaña. (2023). Análisis del pensamiento crítico en estudiantes de una universidad pública mexicana. Cultura, Educación y Sociedad, 14(1), 125-144. https://doi.org/10.17981/cultedusoc.14.1.2023.07
Arum, R.; J. Roksa (2011). Academically Adrift. Limited Learning on College Campuses. USA: Chicago University Press.
Ballesteros, S. (2014). Habilidades cognitivas básicas: formación y deterioro. España: Universidad Nacional de Educación a Distancia.
Bransford, J.; A. Brown; R. Cocking (2000). How People Learn: Brain, Mind, Experience, and School. Expanded edition. USA: National Academy Press.
Chen, C.; M. Wu; T. Wu (2018). Discussion on the Teaching and Learning Innovation of Higher-Order Thinking. First International Conference. Slovenia. /10.1007/978-3-319-99737-7_65
Clarke, A. (2021). Is Matthew Lipman’s Communities of Philosophical Inquiry a Better Pedagogical Modal for Teaching Virtue Ethics? British Journal of Philosophy, Sociology and History, 49-65.
https://www.al-kindipublisher.com/index.php/bjpsh/article/download/2408/2178
Code, J.; N. Zap (2017). Assessment in Immersive Virtual Environments: Cases for Learning, of Learning, and as Learning. Journal of Interactive Learning Research, 28(3), 235-248. https://www.learntechlib.org/primary/p/172803/
Dimitrios, B.; S. Labros; K. Nikolaos; M. Koutiva; K. Athanasios (2013). Traditional Teaching Methods vs. Teaching through the Application of Information and Communication Technologies in the Accounting Field. Quo Vadis? European Scientific Journal, 9(28), 73-101. https://core.ac.uk/download/pdf/328023853.pdf
Ennis, R. (1989). Critical Thinking and Subject Specificity: Clarification and Needed Research. Educational Researcher 18(3): 4-10. https://doi.org/10.3102/0013189X018003004
Gatti, B. (2005). Habilidades cognitivas y competencias sociales. Enunciación. Trad. María Rodríguez. 10(1), 123-132. UNESCO.
Golden, B. (2023). Enabling Critical Thinking Development in Higher Education through the Use of a Structured Planning Tool. Irish Educational Studies, 42(4), 949-969. https://doi.org/10.1080/03323315.2023.2258497
Hermosillo, G.; C. Ossa (2022). Correlación entre habilidades cognitivas, metacognitivas y motivacionales del pensamiento crítico en estudiantes universitarios. Reflexión e Investigación Educacional, 4(2), 15-27. https://revistas.ubiobio.cl/index.php/REINED/article/view/5779/4551
Keating, A. (2007). Teaching Transformation: Transcultural Classroom Dialogues. UK: Palgrave Macmillan.
López, J.; M. Whittington (2014). Higher-Order Thinking in a College Course: A Case Study. NACTA Journal, 58(4), 74-81.
Masoudi, S. (2018). A Content-Based Analysis of the Activities in Iranian Senior High School Textbook. Tesis. Irán: University of Tabriz.
McNeil, R. (2011). A Program Evaluation Model: Using Bloom’s Taxonomy to identify Outcome Indicators in Outcomes-Based Program Evaluations. Journal of Adult Education, 40(2), 24-29. https://files.eric.ed.gov/fulltext/EJ991438.pdf
Neisser, U.; T. Boodoo; A. Bouchard; N. Boykin; S. Brody; S. Ceci; D. Halpern; J. Loehlin; R. Perloff; R. Sternberg; S. Urbina (1996). Intelligence: Knowns and Unknowns. American Psychologist, 52(2), 77-101.
Newmann, F. (1990). Higher Order Thinking in Teaching Social Studies: A Rationale for the Assessment of Classroom Thoughtfulness. Journal of Curriculum Studies, (22), 41-56.
Nickerson, R., Perkins, D. y Smith, E. (1990) Enseñar a pensar: aspectos de la aptitud intelectual. Barcelona: Paidós.
Nourdad, N., Masoudi, S. y Rahimali, P. (2018). The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability. International Journal of Applied Linguistics & English Literature. 7(3), 231-237. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.231also
Padmini, M. (2017). A Study on the Relationship Between Cognitive Abilities and Academic Achievement of Higher Secondary School Students. International Journal of Advance Research and Innovative Ideas in Education. 3. https://ijariie.com/FormDetails.aspx?MenuScriptId=14615&srsltid=AfmBOooJM1O--Vh6jMM_f1aDdIRfjqe2c2f6q1kQawkRmviz4yOaxtpI
Pardosi, A.; L. Ming (2021). Flipping the Classroom to Promote Higher Order Thinking Skill: A Case of Chinese Undergraduate Students. Journal of Educational Management and Instruction, 1(2), 62-70. http://doi.org.10.22515/jemin.v1i2.4301
Pearce, T. (2023). El futuro de la educación superior: habilidades para el mundo del mañana. UNESCO. https://bettersoft.cl/el-futuro-de-la-educacion-superior-habilidades-para-el-mundo-del-manana/
Real Academia Española (2024). Diccionario de la lengua española, 23.ª ed., [versión 23.4 en línea].
Resnick, L. (1987). Education and Learning to Think. EUA: National Academy Press.
Rigney, J. (1978). Learning Strategies: A Theoretical Perspective. In O’Neil, H. (ed.). Learning Strategies. EUA: Academic Press.
Rivas, M. (2008). Procesos cognitivos y aprendizaje significativo. España: Consejería de Educación.
Schraw, G.; D. Robinson (eds.) (2011). Assessment of Higher Order Thinking Skills. Current Perspectives on Cognition, Learning, and Instruction. USA: Information Age Publishing, Inc.
Shute, V.; Y. Kim (2014). Formative and Stealth Assessment. En Spector, J.; M. Merrill; J. Elen; M. Bishop (eds.). Handbook of Research on Educational Communications and Technology. 311-321. New York: Springer.
Surya, E.; E. Syahputra (2017). Improving High-Level Thinking Skills by Development of Learning. International Education Studies, 10(8), 12-20. https://doi.org/10.5539/ies.v10n8p12
Van Damme, D.; D. Zahner (eds.) (2022). Does Higher Education Teach Students to Think Critically? París: OECD Publishing. https://doi.org/10.1787/cc9fa6aa-en
Villoro, L. (1982). Creer, saber, conocer. México: Siglo XXI.
Yee, M.; O. Jailani; I. Noraini, I., Suzanna; T. Tee (2010). The Perception of Student on Mastering the Level of Higher Order Thinking Skills in Technical Education Subjects. Proceeding The 3rd Regional Conference on Engineering Education & Research in Higher Education (RCEE 7& RHEd 2010). Skudai, Johor: Penerbit Universiti Teknologi Malaysia.
Yee, M.; W. Othman; J. Yunos; T. Kiong; R. Hassan; M. Mohaffyza (2011). The Level of Marzano Higher Order Thinking Skills among Technical Education Students. International Journal of Social Science and Humanity, 1(2), 121-125. https://www.ijssh.net/papers/20-H009.pdf
Zambrano, S.; Y. Tabares; E. Díaz (2024). Evaluación del pensamiento crítico en universitarios del Suroccidente Colombiano. Revista Virtual Universidad Católica del Norte, (72), 96-127. https://doi.org/10.35575/rvucn.n72a5
Zohar, A. (2006). El pensamiento de orden superior en las clases de ciencias: objetivos, medios y resultados de investigación. Enseñanza de las Ciencias, 24(2), 157-172. http://www.redined.mec.es/oai/indexg.php
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Universidad de Guadalajara
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Once a manuscript is accepted for publication in the journal, its author(s) must sign a letter transferring the editorial rights to the University of Guadalajara for the editing, publication and dissemination of the paper. After being notified of its publication, the author(s) will be sent a letter of transfer of rights which must be signed and sent back to the journal’s editor.
