HYPOTHETICAL QUESTIONS AS A STRATEGY TO PROMOTE THE DEVELOPMENT OF ARGUMENTATIVE SKILLS IN THIRD-GRADE PRIMARY SCHOOL CHILDREN AT THE COLOMBO BRITÁNICO SCHOOL

This analysis presents an educational proposal that utilizes hypothetical questions as a method to promote the development of argumentation skills in third-grade students at the Colegio Gimnasio Colombo Británico, located in Bogotá, Colombia. Given the pivotal role of schools in providing students with a comprehensive education, it is imperative to devise strategies that enhance their capacity to articulate, interrogate, and substantiate their perspectives in a coherent, rational, and substantiated manner. The research employs a qualitative approach, bolstered by quantitative support, adhering to a socio-critical paradigm and action research methodology. A variety of research methods were employed, including participant observation, interviews, and group discussions. These methods were complemented by the use of tools such as observation guides and questionnaires. The proposal was executed in the academic setting through an intervention that incorporated activities based on hypothetical inquiries, with the objective of fostering critical thinking, reflection, and argumentative dialogue. The findings suggest that this methodological approach contributes meaningfully to the development of students' oral and written argumentation skills, fostering heightened levels of active engagement in class and an enhancement of their intellectual autonomy. The investigation identified several obstacles, including the necessity of training teachers in question-formulation techniques and the importance of establishing a secure environment that fosters the uninhibited articulation of ideas. This analysis makes a significant contribution to the field of language education by offering a particular and adaptable instrument for use by elementary school educators. The instrument is centered on fostering the development of critical thinking from the initial stages of the educational process.