Revisión sistemática sobre habilidades de pensamiento en el aula (2000-2013)

Abstract

ABSTRACT: The present study summarizes the description of sexual dimorphism found on metric characteristics in a contemporary sample of skeletons. The burial individual record had data on sex, age, cause of death and birthplace. The metric information corresponding to 44 skull variables, jaw and long bones (humerus, fémur and tibia) was recorded on each subject. The sample consisted of 70 mature individuals of known sex (20 women and 50 males) from a cemetery of the city of Medellín, Colombia. When the statistical comparison between sexes was performed by means of a one-way F test only six of the studied variables were not significant (p > 0.05) to determine sex. In accord with these results, hierarchical list of variables for sex determination aim is proposed. Moreover, it has been conducted a discriminant analysis in order to obtaining prediction equations for sex. Tibia variables yield the highest total percentage of correct classification. They achieved also a higher classification percentage in men that in women, as it is in the qualitative analysis.Since the second half of the twentieth century, there has been a growing interest in the use of learning methods to assess and encourage the development of thinking skills in the classroom instead of the vertical transmission of a specific content. This study takes 60 academic articles published between 2000 and 2013 which had thinking skills as the central topic and analyzes their level of evidence and grade of recommendation following the Scottish Intercollegiate Guidelines Network (SIGN). The main findings were: most studies are developed with empirical analytical approaches and quasi-experimental designs; there are a variety of stimulation programs and data collection instruments that hinder a systematic analysis of programs; there are very different samples and intervened population used; and, finally, most studies are located at average levels of evidence and grades of recommendation.

RESUMEN: Desde la segunda mitad del siglo XX, hay un interés creciente por el uso de metodologías de aprendizaje que evalúen y estimulen el desarrollo de habilidades de pensamiento en el aula, en vez de la transmisión vertical de contenidos específicos. El presente estudio retoma 60 artículos académicos publicados entre 2000 y 2013 que tenían como tema central las habilidades de pensamiento, analizando su nivel de evidencia y grado de recomendación según los lineamientos del Scottish Intercollegiate Guidelines Network (SIGN). Como hallazgos principales se encontró que la mayoría de estudios siguen enfoques empírico-analíticos y diseños cuasi experimentales. Hay una gran variedad de programas de estimulación y de instrumentos de recolección de información que dificultan un análisis sistemático de los programas. Son muy diversas las muestras utilizadas y la población intervenida y, finalmente, la mayoría de estudios se ubican en niveles moderados de evidencia y grados de recomendación.