Abstract

The problem approached in this article states that young people who enter the university (in Chile) do not have acceptable levels of critical thinking developed, a problem representing a clear breach that impedes an integral approach to the subject of learning quality. The tertiary system of education does not favor the formation of critical thinkers. No models of intervention or didactic methodologies are generated to empower this capacity in undergraduate students; neither are there initiatives tending toward the systematic use of measuring, intervention and control instruments for critical thought development. The aim is to propose a methodology for teaching critical thinking to undergraduate college students through contextualized learning objects. The methodology corresponds to a descriptive study, because it defines critical thinking, according to several authors, identifies existing methods and different tests to measure it, expounding their development strategies. Finally, as a result of the analysis, an innovative intervention model is proposed that gathers the existing tools for measuring critical thinking in initial undergraduates tertiary-level students that would facilitate a didactic approach to it and permit deepening its coherence with the disciplinary field throughout the curriculum.