Methodological proposal of the SRSD model for the development of critical thinking in a written composition
DOI:
https://doi.org/10.36799/el.v9i1.147Keywords:
Critical thinking, writing, self-regulated strategies, SRSDAbstract
This article aims to offer a methodological proposal for the use of the SRSD model (Self-Regulated Strategy Development), a model of explicit instruction of self-regulatory strategies for the process of written composition. The proposal consists in the design of nine guiding questions, which consider the level of critical thinking, the phases of self-regulation, as well as the structure of an argumentative text and the evaluation criteria of that written evidence. In addition, the instructional teaching of SRSD model was adapted: the student self-questions one of the guided questions and registers in a journal the number of that question and a brief answer that will assess his/her writing process of an opinion article. The proposal was applied during the 2022-2 semester to 49 twelfth grade students, divided into two groups (A and B). The preliminary results indicate that the use of this self-regulatory strategy enhanced a high level of critical thinking in the students. This proposal is valuable since a priority element of the new educational model of La Nueva Escuela Mexicana is the development of critical thinking in students. Also, this work offers a flexible methodological guideline for teachers and/or researchers to create collections of guide questions based on the type of written composition and the particular needs of their students.
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