Storytelling digital para desarrollar el pensamiento crítico

Abstract

Abstract The research aimed to determine whether the use of digital Storytelling develops critical thinking in secondary school students; it presents a quasi-experimental design and a quantitative approach, complemented by qualitative data to deepen the understanding of the analysis variable; this combination allowed for a holistic and robust understanding of the results. It is grounded in constructivist, sociocultural, and critical pedagogy theories, which underline the potential of Storytelling to promote higher-order cognitive processes in students. A written test and a semi-structured interview, both instruments validated by experts, were applied to a population of 110 students. The findings evidenced a significant development in critical thinking; in the post-test, 46.34% of students reached a good level, while 19.51% were placed at the excellent level. This result demonstrated that digital Storytelling, as a didactic resource, promotes the development of higher-order cognitive skills, such as analyzing, questioning, and decision-making; skills that positively impact the development of critical thinking. Keywords: Learning, Stories, Interpretation, Self-control, Teaching practice