CRITICAL THINKING AS A DRIVING FORCE IN LESSON PLANNING FOR PRIMARY SCHOOL TEACHERS.

Abstract

This research report aims to analyze the impact of critical thinking and computational thinking on pedagogical planning among primary basic education teachers. The study was conducted under a quantitative approach, using a cross-sectional experimental design with a descriptive scope, in order to identify changes in lesson planning resulting from the implementation of a formative strategy mediated by digital resources. The participants were primary education teachers who engaged in a professional development process focused on strengthening higher-order cognitive skills such as analysis, reflection, decision-making, and logical organization of ideas. Data collection involved the application of planning evaluation instruments before and after the intervention, allowing for a comparative analysis of changes in learning objectives, didactic coherence, and the sequencing of instructional activities. The results indicate that the intentional integration of critical thinking and computational thinking significantly improves pedagogical planning, promoting greater coherence among objectives, activities, and assessment, as well as the design of structured and contextualized learning situations. Additionally, the findings show that technological tools acquire pedagogical value when they are embedded within a clearly defined formative strategy oriented toward reflective teaching practice. It is concluded that lesson planning constitutes a strategic space for the transformation of teaching practices and that the articulation of critical thinking, computational thinking, and teacher professional development fosters sustainable processes of pedagogical innovation in primary basic education.