entropia Revista Entropía Educativa Rev. Entropía Educ. 2981-4723 Entropía Educativa CI SAS Pensamiento crítico en la era digital: Desafíos y oportunidades para una epistemología digital Critical Thinking in the Digital Age: Challenges and Opportunities for a Digital Epistemology Gallego Torres Rómulo Andrés Entropía Educativa - Centro de Investigación https://orcid.org/0000-0001-5074-6781 12 07 2023 1 1

Este artículo examina los desafíos y oportunidades para desarrollar el pensamiento crítico en la era digital, con un enfoque en la necesidad de una "epistemología digital" nueva. Revisa la literatura actual sobre el estado deficiente de las habilidades de pensamiento crítico y los retos particulares de los entornos digitales. Delinea un marco conceptual para una epistemología digital que priorice el pensamiento crítico integrado con alfabetización digital e informacional. Destaca estrategias pedagógicas efectivas como instrucción directa, aprendizaje basado en problemas, verificación de hechos, reflexión metacognitiva y comunidades de indagación digital. Concluye con un llamado para reformas sistémicas y mayor investigación para cerrar la brecha entre la visión de un pensamiento crítico robusto y la realidad educativa.

This article examines the challenges and opportunities for developing critical thinking in the digital era, with a focus on the need for a new "digital epistemology." It reviews the current literature on the deficient state of critical thinking skills and the particular challenges posed by digital environments. It outlines a conceptual framework for a digital epistemology that prioritizes critical thinking integrated with digital and information literacy. It highlights effective pedagogical strategies such as direct instruction, problem-based learning, fact-checking, metacognitive reflection, and digital inquiry communities. It concludes with a call for systemic reforms and further research to bridge the gap between the vision of robust critical thinking and the reality of education.

 pensamiento crítico epistemología digital tecnología educativa pedagogía alfabetización digital critical thinking digital epistemology educational technology pedagogy digital literacy Abrami, P., Bernard, R., Borokhovski, E., Wade, A., Surkes, M., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134. Akınoğlu, O., & Tandoğan, R. O. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71-81. Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago Press. Breakstone, J., Smith, M., Wineburg, S.S. (2019). Students’ Civic Reasoning: Can Mobile Technology Build Skills for Democratic Discourse? Stanford History Education Group. Carr, N. G. (2008). Is Google making us stupid?. The Atlantic, 302(1), 56-63. Carr, N. (2011). The shallows: What the Internet is doing to our brains. WW Norton & Company. Ciampaglia, G. L., Mantzarlis, A., Maus, G., & Menczer, F. (2018). Research challenges of digital misinformation: Toward a trustworthy web. AI Magazine, 39(1), 65-74. Gallup (2016). Critical higher education discoveries. Gallup-Strada Education Consumer Pulse Survey Report. Retrieved from: https://www.gallup.com/services/194631/critical-discoveries-higher-education-2016.aspx Gonzalez, J. (2021). How prepared are teachers to implement critical thinking strategies?. Education Week, 41(13), 4. García, E., Rodríguez, C., González, L., Fuentes, A., & Sánchez, S. (2022). Developing critical thinking through ethical and socioscientific issues in science teacher training. Thinking Skills and Creativity, 42, 100992. Guzman, A. L., & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25(5), 453-469. Huang, S., Chen, G., Feng, C., Shen, M., & Liu, X. (2022). Knowing the infinite: Information processing in the age of Internet. Consciousness and cognition, 98, 103284. Iyengar, S. S., & Lepper, M. R. (2000). When choice is demotivating: Can one desire too much of a good thing?. Journal of personality and social psychology, 79(6), 995. Jamieson, K. H., & Cappella, J. N. (2010). Echo chamber: Rush Limbaugh and the conservative media establishment. Oxford University Press. Kahne, J., & Bowyer, B. (2017). Educating for democracy in a partisan age: Confronting the challenges of motivated reasoning and misinformation. American Educational Research Journal, 54(1), 3-34. Kim, M. C., Hannafin, M. J., & Kim, H. (2019). Entanglement of critical thinking and digital literacy: toward digital critical literacy. Instructional Science, 47(2), 147-167. Kuhn, D. (2005). Education for thinking. Harvard University Press. Lipman, M. (2003). Thinking in education. Cambridge University Press. Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment. ETS Research Report Series, 2014(1), 1-23. Lu, J., & Churchill, D. (2014). Using social media to foster online learning communities. Interactive Learning Environments, 22(4), 545-557. Phillips, M. (2014). Re-contextualizing TPACK: Exploring teachers’ (non-) use of digital environments to support critical thinking in secondary education (Doctoral dissertation, Free University of Brussels). Scriven, M., & Paul, R. (2007). Defining critical thinking. The Critical Thinking Community. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766. Shao, C., Ciampaglia, G. L., Varol, O., Yang, K. C., Flammini, A., & Menczer, F. (2018). The spread of low-credibility content by social bots. Nature communications, 9(1), 1-9. Siegel, H. (2017). Education's epistemology: The argument for a reasoned belief approach. Oxford University Press. Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. Delta Pi Epsilon Journal, 50(2), 90-99. Sykes, E., & Wills, J. (2019). An assessment for learning approach for the teaching of critical analysis skills through gaming in a university foundations program. Journal of University Teaching & Learning Practice, 16(4), 1-19. Vuorikari, R., Punie, Y., Carretero Gomez S., & Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. Luxembourg Publication Office of the European Union. Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151. Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., & Van Halem, N. (2020). Connecting teacher identity formation to patterns in teacher learning related to differentiated instruction. Teaching and teacher education, 91, 103038. Willingham, D. (2010). Have technology and multitasking rewired how students learn? American Educator, 23-28. Zuiderveen Borgesius, F., Trilling, D., Möller, J., Bodó, B., De Vreese, C. H., & Helberger, N. (2016). Should we worry about filter bubbles?. Internet policy review, 5(1).