Abstract:

This text presents an educational innovation project entitled "Critical Architecture". The main objective of this project was to carry out different learning actions to work on the transversal competence of critical thinking in students, and see how the self-perception they have of their ability is in this competence. The experience has been carried out in various groups of 4th and 5th year architecture students at the Valencia School of Architecture (Spain), within the framework of various specific subjects.

The transversal competence of critical thinking is essential in the architectural formation, at all levels of mastery. The theory of architecture is the basis for the posterior architectural criticism and understanding this system of thought can help the students to understand the importance of the history and theory, as essential subjects for project work. With these theoretical matters they can develop the necessary critical thinking that later will have to be applied to the architectural composition.

This educational research work has tried to answer two initial questions or hypotheses: What types of activities can improve the critical thinking capacity of students? And when carrying out these activities, does the self-perception that students have about their ability in this competence also improve?

This text presents the methodology used in this educational innovation, and the results that have been obtained from both the quantitative analysis and the qualitative analysis of the data obtained.

Keywords:

Educational innovation, critical thinking, self-perception.