Publication: Gender differences and critical thinking: a study on the written compositions of primary education students
Authors
Albarracín Vivo, Domingo ; Encabo Fernández, Eduardo ; Jerez Martínez, Isabel ; Hernández Delgado, Lourdes
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Publisher
MDPI
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DOI
https://doi.org/10.3390/soc14070118
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info:eu-repo/semantics/article
Description
© 2024 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is thE Published version of a Published Work that appeared in final form in Societies. To access the final edited and published work see https://doi.org/10.3390/soc14070118
Abstract
El desarrollo del pensamiento crítico es esencial para el tratamiento de la perspectiva de género en la Educación Primaria. Por este motivo, este estudio se centró en determinar la capacidad crítica de los alumnos de Primaria en función del género, analizando las posibles conexiones entre la amplitud de pensamiento de los participantes y la competencia ortográfica. La metodología se basó en un enfoque ad hoc humanístico-interpretativo de organización categorial. Un total de 636 estudiantes de Educación Primaria de la Región de Murcia (España) participaron en una actividad de campo en la que crearon una composición escrita a partir de un pretexto que contenía una imagen que mostraba una situación de género controvertida; esta ilustración incitó una respuesta crítica en la creación de cada relato. Las composiciones se analizaron individual y cualitativamente mediante el programa Atlas.Ti (v.8.4). Los resultados más relevantes parecen demostrar la mayor capacidad crítica de las chicas que participaron en este estudio y, además, muestran conexiones con la competencia ortográfica de estas alumnas. Sin embargo, los valores de pensamiento crítico y ortografía mostrados seguían estando lejos de lo que cabría esperar de una sociedad desarrollada.
The development of critical thinking is essential to the treatment of gender perspective in Primary Education. For this reason, this study focused on determining the critical ability of primary students depending on gender, analysing the possible connections between the participants’ breadth of thought and spelling competence. The methodology was based on a humanistic–interpretative adhoc approach to categorical organisation. A total of 636 Primary Education students from the Region of Murcia (Spain) participated in a field activity in which they created a written composition based on a pretext that contained an image showing a controversial gender situation; this illustration incited a critical response in the creation of each story. The compositions were analysed individually and qualitatively using the Atlas.Ti software (v.8.4). The most relevant results appear to prove the higher critical ability of the girls who participated in this study, and dditionally show connections with the spelling competence of these students. However, the critical thinking and spelling values shown were still far from what would be expected of a developed society.
The development of critical thinking is essential to the treatment of gender perspective in Primary Education. For this reason, this study focused on determining the critical ability of primary students depending on gender, analysing the possible connections between the participants’ breadth of thought and spelling competence. The methodology was based on a humanistic–interpretative adhoc approach to categorical organisation. A total of 636 Primary Education students from the Region of Murcia (Spain) participated in a field activity in which they created a written composition based on a pretext that contained an image showing a controversial gender situation; this illustration incited a critical response in the creation of each story. The compositions were analysed individually and qualitatively using the Atlas.Ti software (v.8.4). The most relevant results appear to prove the higher critical ability of the girls who participated in this study, and dditionally show connections with the spelling competence of these students. However, the critical thinking and spelling values shown were still far from what would be expected of a developed society.
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Citation
Societies 2024, 14(7), 118
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