EFFECTS OF THE SOCIAL DIALOGUE ON CRITICAL THINKING IN STUDENTS OF A PROFESSIONAL TECHNICAL PROGRAM

This article shows results of an investigation which had a propose to determine the effect of socratic dialogue in critical thinking in students of a technical professional program. This investigation applied the follow standards: clarity, precision and depth, proposed by Richard Paul. For it, a quasi experimental methodology design was realized, which selected two groups: one named control group and experimental group was the other one, applying to the latter classes with socratic questioning following the protocols of a manual of training (Acosta, 1998). 522 questions were realized, of which were evaluated 80,27% clarity standard, 10,73% depth and 9,00% precision, refuting the hierarchic order proposed by Paul, in which the precision and the depth occupy the second and third place respectively. Finally, with the statistical tests W, U and Z, was determined that the socratic dialogue improved the critical thinking of students of experimental group with regard to those of control group.