[EN]In previous works we developed and assessed a teaching program,
ARDESOS v.1, with which we aimed to improve the fundamental skills of
critical thinking. The results obtained were positive, but modest. After
analyzing the limitations of the program we introduced certain modifications
and assessed the new version. The changes involved designing the activities
programmed by means of rubrics and making the students perform them with
less direct orientation from the instructor. In sum specificity and initiative
proved to be the key variables in the improved program, ARDESOS v.2. Based
on the data collected we have seen a significant improvement of the new
version over the old one in the following aspects: a) version 2 improved all the
fundamental dimensions, mainly in the pre- and post-test measurements, to a
significant extent (Student’s t test); b) the effect size (Cohen’s d) was
significantly higher, and finally c) these improvements in the program elicited
better performance. Accordingly, an improvement in critical thinking can be
achieved via an instruction design that addresses the factors that really induce
change. Currently, with these results we have been successful in adding a new
improvement to the instruction, which we have re-evaluated.
