<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000300208</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14484019</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias didácticas para fortalecer el pensamiento crítico en estudiantes de nivel secundario: un análisis de prácticas pedagógicas efectivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching strategies to strengthen critical thinking in secondary school students: an analysis of effective pedagogical practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe Anchayhua]]></surname>
<given-names><![CDATA[Melinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El pensamiento crítico es una habilidad esencial en la formación de estudiantes reflexivos y analíticos, demandada en la educación secundaria para enfrentar los desafíos de un entorno cambiante. Este artículo presenta una revisión sistemática sobre estrategias pedagógicas efectivas para fortalecer el pensamiento crítico, analizando investigaciones realizadas entre 2017 y 2024. Entre las metodologías más destacadas se encuentran el Aprendizaje Basado en Problemas (ABP), el Aprendizaje Basado en Proyectos (ABPr) y el mapeo argumentativo, las cuales promueven el análisis, la argumentación y la toma de decisiones en situaciones reales y simuladas. El estudio resalta el rol del docente como mediador clave para implementar estrategias innovadoras que desafíen las capacidades cognitivas de los estudiantes en un entorno colaborativo. Asimismo, se identifican limitaciones como la dificultad de los estudiantes para transferir estas habilidades fuera del aula, señalando la necesidad de fomentar su motivación y compromiso con actividades de alta demanda cognitiva. Se concluye que el fortalecimiento del pensamiento crítico requiere una formación docente orientada a la aplicación de estrategias contextualizadas y actividades integrales que impulsen habilidades reflexivas y analíticas, contribuyendo al desarrollo de ciudadanos más comprometidos y competentes en el ámbito social y educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Critical thinking is an essential skill in the training of reflective and analytical students, demanded in secondary education to face the challenges of a changing environment. This article presents a systematic review on effective pedagogical strategies to strengthen critical thinking, analyzing research carried out between 2017 and 2024. Among the most prominent methodologies are Problem-Based Learning (PBL), Project-Based Learning (PBL) and argumentative mapping, which promote analysis, argumentation and decision making in real and simulated situations. The study highlights the role of the teacher as a key mediator to implement innovative strategies that challenge students' cognitive abilities in a collaborative environment. Likewise, limitations are identified such as the difficulty of students transferring these skills outside the classroom, pointing out the need to promote their motivation and commitment to activities with high cognitive demand. It is concluded that the strengthening of critical thinking requires teacher training oriented to the application of contextualized strategies and comprehensive activities that promote reflective and analytical skills, contributing to the development of more committed and competent citizens in the social and educational field.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[estrategias didácticas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[problem based learning]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
</kwd-group>
</article-meta>
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