<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412024000100121</article-id>
<article-id pub-id-type="doi">10.24320/redie.2024.26.e21.5419</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Didácticas docentes para el pensamiento crítico en ambientes virtuales]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher Didactics for Critical Thinking in Virtual Environments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Rodríguez]]></surname>
<given-names><![CDATA[Guillermo Isaac]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Híjar]]></surname>
<given-names><![CDATA[Maira Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Inst. Tec. José Mario Molina Pasquel y Henríquez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412024000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412024000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412024000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo identificar los elementos presentes en las didácticas docentes para la generación de pensamiento crítico en ambientes virtuales. Utilizando una metodología de corte cualitativo se analiza la forma en que las didácticas del aula centradas en la dialogicidad afectan la transición de una educación presencial contemplativa a una virtual participativa, generadora de pensamiento crítico y corresponsable del proceso formativo. Las comunidades mixtas de investigación del apartado metodológico permiten correlacionar la manera en que discentes y docentes se reflejan en un espacio informacional, discursivo y formativo, lo que sirve de base para la descripción de los cambios vividos a raíz de la pandemia de COVID-19 en las prácticas dialógicas. Los resultados muestran que las didácticas docentes se han modificado, abriendo una brecha que afecta los espacios de diálogo en clase.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to identify the elements of teacher didactics that generate critical thinking in virtual environments. A qualitative methodology is employed to explore how classroom didactics centered on dialogicity affect the transition from contemplative in-person education to a participatory virtual education that generates critical thinking and is co-responsible for the formative process. The mixed research communities in the methodology section allow us to draw correlations between the ways in which students and teachers are reflected in an informational, discursive, and formative space, which serves as a basis to describe the changes experienced in dialogic practices as a result of the COVID-19 pandemic. The results show a change in teacher didactics, opening up a gap that affects spaces for dialogue in class.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[didácticas docentes]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teaching didactics]]></kwd>
</kwd-group>
</article-meta>
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