Develop critical thinking with the illustrated non-fiction book in the framework of the third educational space

Abstract

This work studies the possibilities offered by the implementation of illustrated non-fiction books to develop critical thinking in students in the second year of Primary Education. Since the creation of a third educational space, a didactic sequence is designed and implemented to approach inventions in ​​Social Sciences from a critical perspective and interdisciplinary. The sessions were recorded and transcribed to analyze the critical thinking skills that were activated in the students and the teaching strategies applied by the mediators. An observation script was used to systematize the information and a categorical and interpretive analysis was performed with NVivo-12. The results indicate that the shared reading strategies applied by the mediators during the implementation of the didactic sequence were effective in allowing students to develop critical thinking skills associated with the inferential level of reading comprehension. It is concluded that the illustrated non-fiction book and its reading model constitute an ideal practice to promote critical thinking at an early age, emphasizing the place that, in this process, the initial and permanent training of teachers and the help they offer programs for educational innovation like CLP.