Critical Thinking in Educational Context: A Systematic Review

Abstract

Critical thinking has been a field of great need within society, so preparing the citizens of the XXI century is very important that it is promoted in the educational context, although the educational practices of critical thinking have gradually increased in university education centers they resort to being desires implicitly, unintentionally and of short duration, devaluing the development of this ability of higher thinking. This research aims to determine the contributions based on scientific research on the development of critical thinking in the educational context during the period from 2017 to 2020. It is  quantitative, retrospective and  bibliometric design; the  sample  is of 26 scientific articles published in journals indexed and verified in the Scimago Journal and Country Rank ranking, selected from the academic database SCOPUS, EBSCO,Academic one life and Eric, performing the search by descriptor termsand synonyms selected from Eric and UNESCO thesauri: Thinking, critical thinking, education, with the Boolean operators "AND" to exclude and "OR" include, likewise the quality standards of the PRISMA flowchart were considered for systematic reviews. A search was made with analysis criteria such as: code, authors who investigate, methodology used, concepts, conclusions and the journal that publishes the articles. It is concluded that the majority used the qualitative approach of interpretative documentary type and followed the mixed type of action and experimental research, detecting that most do not require the design, concluding that the development of critical thinking is achieved with strategies according to the level of studies.