Analysis of argumentative texts to strengthen critical thinking in ninth grade

Abstract

This action-research article aimed to analyze the impact of a “critical classrooms” pedagogical strategy based on the dialogic analysis of argumentative texts from the official textbook and the reframing of learning spaces on the critical thinking skills of students in General Basic Education. The study involved 38 students (aged 13 to 14) from a public school in Manta, Ecuador. The research followed a cyclical, qualitative design comprising diagnosis, planning, implementation in non-traditional settings, and reflective evaluation. The results showed significant changes in classroom interaction, increased discourse through greater engagement in speaking activities especially in informal contexts a reduction in perceived academic anxiety, and demonstrated progress in fundamental critical thinking skills. However, students continue to struggle with developing independent and structurally organized arguments; this strategy is considered effective for beginning to develop critical thinking by facilitating the transition from passive reception to active processing and questioning. An important practical implication is the need to supplement this motivational approach with explicit cognitive foundations, such as models of argumentative structure and guided practice, in order to make the leap toward the formal and independent construction of arguments.