Pensamiento crítico y comunicación efectiva en estudiantes de nuevas generaciones

Abstract

Abstract: This research aimed to understand critical thinking and effective communication among seventh-grade students at the Dr. Héctor Uscocovich Balda Educational Unit, located in Manta, Ecuador, in the face of current educational challenges. The study was conducted using a qualitative approach with a phenomenological design, focused on analyzing student experiences during the implementation of Project-Based Learning. The sample consisted of 12 intentionally selected students, 5 of whom participated in semi-structured interviews. Participant observation and interviews were used to collect data, supported by an observation guide and an interview guide. The results show that students reflect before expressing themselves, organize their ideas better, use key words in their presentations, and demonstrate greater confidence when communicating opinions. Furthermore, Project-Based Learning strengthened active participation, autonomy, and communicative fluency. It is concluded that this pedagogical strategy fosters the comprehensive development of critical thinking and effective communication in the classroom.