Reading stories with reflective questions as a pedagogical strategy to strengthen critical thinking in fourth grade students of EGB

Abstract

This study aimed to strengthen critical thinking through the reading of stories accompanied by reflective questions among 22 fourth-grade General Basic Education students from Section B at Jaime Roldós Aguilera Educational Unit, located in Santo Domingo de los Tsáchilas, Ecuador. The study employed a mixed-methods approach and was applied, field-based, and descriptive in scope, incorporating elements of educational action research. An initial diagnostic assessment, an analytical rubric, observation forms, and a final assessment were used. Based on the identified difficulties, the “I Read, Think, and Reflect” pedagogical strategy was implemented through eight sessions that included questions before, during, and after reading. The results showed favorable progress in all six assessed dimensions. The percentage of students reaching the Achieved level increased from 31.82% to 68.18% in comprehension and interpretation; from 18.18% to 59.09% in analysis; to 54.55% in inference; to 50.00% in argumentation; and to 59.09% in both reflection and solution proposing. Greater student participation and an improved ability to express opinions and justify responses were also observed. It is concluded that systematically reading stories accompanied by reflective questions is a relevant pedagogical strategy that contributes to the progressive strengthening of critical thinking in the group studied.