Actitudes de los profesores de educación física hacia la estimulación de las habilidades de pensamiento de orden superior en los alumnos de primaria: diferencias entre profesores titulados y no titulados (Physical Education Teachers' Attitudes Towards Stimulating Higher Order Thinking Skills in Elementary School Students: Differences in Certified and Non-Certified Teachers)
DOI:
https://doi.org/10.47197/retos.v54.103844Palabras clave:
Estimular las Capacidades de Pensamiento de Orden Superior, HOTS, Aprendizaje del siglo XXI, Educación Física, Certificación del ProfesoradoResumen
Los niños en edad escolar primaria han empezado a pensar de forma lógica y racional; por tanto, hay que estimularles para que piensen en un orden superior. Las habilidades de pensamiento de orden superior (HOTS) pueden ayudar a los alumnos a pensar de forma crítica y creativa, a resolver problemas y a encontrar soluciones. Por lo tanto, los profesores de educación física deben participar en la estimulación de las HOTS de los alumnos. Esta investigación tiene como objetivo determinar las diferencias en las actitudes de los profesores de educación física (certificados y no certificados) en función del género, la edad y la antigüedad hacia la estimulación de las HOTS en los estudiantes. El método utilizado en esta investigación es comparativo. La muestra de la investigación consistió en profesores de educación física certificados y no certificados que enseñaban en escuelas primarias de la provincia de Sumatra Occidental, Indonesia, con 105 personas (hombres = 77 y mujeres = 28) de edades comprendidas entre los 23 y los 59 años. Se seleccionaron mediante muestreo accidental. El instrumento para medir la estimulación de las habilidades de pensamiento de orden superior utiliza un cuestionario de escala Likert que consta de 16 ítems. El análisis de datos se llevó a cabo mediante la prueba U de Mann-Whitney y H de Kruskal-Wallis. Los resultados del estudio mostraron que las diferencias en las actitudes de los profesores certificados y no certificados obtuvieron un valor p < .05, mientras que las comparaciones basadas en el género, la edad y la experiencia laboral tuvieron un valor p > .05. Por lo tanto, se puede concluir que las actitudes de los profesores certificados y no certificados hacia la estimulación HOTS son significativamente diferentes, mientras que en función del género, la edad y la antigüedad laboral sus actitudes hacia la estimulación HOTS no son significativamente diferentes.
Palabras clave: Estimular las Capacidades de Pensamiento de Orden Superior, HOTS, Aprendizaje del siglo XXI, Educación Física, Certificación del Profesorado.
Abstract. Elementary school-age children have started thinking logically and rationally; therefore, they need to be stimulated to think in a higher order. Higher-order thinking skills (HOTS) can help students think critically and creatively, solve problems and find solutions. Therefore, physical education teachers must participate in stimulating students' HOTS. This research aims to determine differences in physical education teachers' attitudes (certified and non-certified) based on gender, age and length of service toward HOTS stimulation in students. The method used in this research is comparative. The research sample consisted of certified and non-certified physical education teachers who taught in elementary schools in West Sumatra province, Indonesia, with 105 people (male = 77 and female = 28) aged 23-59 years. They were selected using accidental sampling. The instrument to measure stimulating higher-order thinking skills uses a Likert scale questionnaire consisting of 16 items. Data analysis was carried out using the Mann-Whitney U Test and Kruskal-Wallis H. The results of the study showed that differences in the attitudes of certified and non-certified teachers obtained a p-value < .05, while comparisons based on gender, age and work experience had a p-value> .05. So it can be concluded that the attitudes of certified and non-certified teachers towards HOTS stimulation are significantly different, while based on gender, age and length of service their attitudes towards HOTS stimulation are not significantly different.
Keywords: Stimulating higher-order thinking Skills, HOTS, 21st-century learning, physical education.
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