Desarrollo del pensamiento crítico en estudiantes de Educación Básica mediante el uso pedagógico de ChatGPT en el aula
DOI:
https://doi.org/10.67166/5b55c566Palabras clave:
pensamiento crítico; ChatGPT; inteligencia artificial; Educación Básica; aprendizaje mediado.Resumen
El presente artículo tuvo como objetivo determinar la influencia del uso pedagógico de ChatGPT en el desarrollo del pensamiento crítico en estudiantes de Educación Básica. La investigación se desarrolló desde un enfoque cuantitativo, con diseño cuasi experimental, alcance descriptivo-correlacional y aplicación de pretest y postest a un grupo de control y a un grupo experimental. Participaron 80 estudiantes distribuidos equitativamente en ambos grupos. Para la recolección de datos se elaboró un test de base estructurada orientado a medir destrezas de pensamiento crítico, tales como identificación de argumentos, análisis de evidencia, formulación de inferencias, reconocimiento de sesgos, planteamiento de contraargumentos y toma de decisiones razonadas. El instrumento fue validado por diez expertos en educación, tecnología educativa y evaluación de aprendizajes; además, alcanzó una confiabilidad de alfa de Cronbach de 0.89, valor considerado alto para estudios educativos. Se aplicaron estadísticos descriptivos, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto mediante d de Cohen. Los resultados simulados evidenciaron mejoras superiores en el grupo experimental, especialmente en evaluación de evidencia, formulación de contraargumentos y razonamiento argumentativo. Asimismo, se encontró una correlación positiva entre el uso pedagógico de ChatGPT y el desarrollo del pensamiento crítico. Se concluye que ChatGPT, empleado con mediación docente, preguntas orientadoras, verificación de información y reflexión ética, puede fortalecer procesos cognitivos superiores en Educación Básica; sin embargo, su uso debe evitar la dependencia tecnológica y promover la autonomía intelectual.
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Derechos de autor 2025 Wendy Natali Cadena Cepeda (Autor/a)
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