Strengthening critical competence in high school students in philosophy classes through a didactic strategy based on multiple intelligences and gamification

Abstract

This article presents a quasi-experimental research aimed at evaluating the effectiveness of a didactic strategy that integrates Gardner's theory of multiple intelligences and gamification principles through digital technologies, in strengthening the critical competence of eleventh grade students in the area of philosophy. Methodology. The intervention was developed in the Franciscan School of Viceroy Solis of Bucaramanga, Colombia, applying a quantitative pretest-posttest methodology without a control group. The predominant intelligences in the group were identified (spatial and kinetic-bodily), based on which three gamified sessions were designed centered on key philosophical contents: validity and truth, inferences and fallacies. Results. The results obtained show statistically significant improvements in critical competence, particularly in the cognitive and procedural dimensions. Conclusion. It is concluded that the didactic design based on multiple intelligences and gamification can represent an effective and motivating methodological alternative for the teaching of philosophy in secondary school.