Assessment of critical thinking before and after implementing a pedagogical strategy using artificial intelligence in primary education
DOI:
https://doi.org/10.63688/hpnnrf37Keywords:
critical thinking, artificial intelligence, primary education, pedagogical strategy, quasi-experimental evaluationAbstract
This article analyzes changes in the critical thinking of fifth- and sixth-grade primary students at the Guido Villagómez Loma Educational Unit (Potosí, Bolivia) following the implementation of an artificial intelligence-mediated pedagogical strategy in 2025. The research employed a mixed-methods approach and a quasi-experimental design involving two intact groups: an experimental group (22 students) and a control group (21 students). The intervention was carried out in five phases: critical digital literacy, guided exploration, individual and collaborative work, debate, and transfer. A pre-test and a post-test were administered to assess the dimensions of analysis, evaluation, explanation, and self-regulation, with a maximum score of 80 points. These data were complemented by classroom observations and student work. The mean score of the experimental group rose from 34.14 to 52.23 points, while that of the control group increased from 34.29 to 37.48; the difference in mean gains was 14.90 points in favor of the experimental group. Classroom records showed greater contrast of information, justification of responses, and error review. It is concluded that the strategy was associated with improvements in critical thinking, although the lack of randomization and the use of only one classroom per condition prevent attributing these results exclusively to artificial intelligence.
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