Abstract:

This article illustrates a pilot educational innovation, whose main objective has been carrying out several learning activities with students in order to develop the transversal competence of critical thinking and appreciate how they self-perceive their own skill level regarding this specific competence.

The activities have been done in a group of 4th year students at the School of Architecture of Valencia, within the framework of the subject "Theory of Architecture".

The transversal competence of critical thinking is essential in architects’ training, at all levels. Theory of Architecture is the foundation from which architectural criticism will subsequently emerge. Comprehend this system of thought can help the students to understand the importance of studying the history and theory of architecture as core subjects for the designing process because they allow the development of the critical thinking that can be, in turn, applied to the design of architecture.

This educational research has attempted to answer two questions, or initial hypothesis: does the case analysis methodology implemented individually and later contrasted in small groups improve students’ critical thinking skill? Does it also improve students’ self-perception about their own skill level regarding this competence?

This text describes the protocol and the methodology, based both in quantitative and qualitative data analysis, that were used in this pilot activity of educational innovation.

Keywords:

Educational experience, critical thinking.