[EN]The objective of this research is to ascertain whether new instructional
techniques can improve critical thinking. To achieve this goal, two
different instruction techniques (ARDESOS, -group 1- and
DIAPROVE, -group 2-) were studied and a pre-post assessment of
critical thinking in various dimensions such as argumentation, inductive
reasoning, causal, analogic, and deductive reasoning, decision-making
and problem-solving was conducted. The results show that both forms of
instruction functioned as expected. Both groups improved in all the
dimensions of critical thinking. However the group with the new
technique was only better in two dimensions with respect to group 1,
namely in deductive and inductive reasoning, but not in problem-solving
and decision-making. One possible reason accounting for this discrepancy
was our inability to implement the new methodology in all dimensions,
such that it was applied where there was greater improvement in group 2
than in group 1. The implications of this study are important because
they allow us to know which new variables are crucial for instructional
methodology
