Abstract:

In recent years, the development of critical thinking in students has been a driving force in the development of teaching practice, seeking that students are able to question and analyse in a reflexive way the arguments that are being presented in order to build the basis for constructive criticism and the formation of thought.
For the teaching and learning process, it is essential to promote critical thinking not only in the teacher, but also in the students through a series of activities that can even be fun. Challenging questions, problem solving, discussion and debate, analysis of information sources, exposition of different perspectives and development of argumentation skills are essential aspects for the promotion of critical thinking.

For urban mobility engineering students, having started their studies during the COVID-19 pandemic and carrying out their activities remotely has meant that the skills to discuss arguments and give answers are not present in them, causing knowledge not to be acquired correctly.
The objective of this work is to promote students' critical thinking through group presentations on the learning unit of transportation business administration, a vocational training course.

The methodology of this work consisted of three main points. The first point consisted of adding to the course planning the dates and topics that the students must develop in class, then the students had to establish work teams in order to draw up a timetable that cannot be changed.
The second point consisted of carrying out the development of the theme starting with the first working team so that work team number 2 was in charge of asking obligatory questions in addition to the rest of the audience. The third point consisted of taking the key ideas from the presentation and the question-and-answer session to elaborate a debate that promotes active participation with arguments supported by reliable information from various databases.

The results show that student participation in class has increased along with the increased difficulty and elaboration of the presentations, also the questions asked have increased in their elaboration, from closed to open questions.

Keywords:

Critical thinking, questions and answers, exhibitions, urban mobility engineering.