Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 13-28, 2025
https://doi.org/10.62574/rmpi.v5i1.255
13
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-
learning process
La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso
de enseñanza-aprendizaje
Siomara Ester López-Martínez
siomaralopez.est@umecit.edu.pa
Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panamá,
Provincia de Panamá, Panamá
https://orcid.org/0000-0001-9561-4395
ABSTRACT
The objective of the research is to generate a proposal on the Pyramid of Critical and
Metacognitive Thinking (PPCM) as a pedagogical resource in the teaching-learning process for
students at the Madre Laura Educational Institution in the municipality of Tierralta, department
of Córdoba, Colombia. Interviews were conducted with key informants, who for this study were
10 teachers. Critical thinking is a fundamental skill in the educational process, as it allows
students to analyse, reflect and make decisions in a conscious and informed manner. In this
sense, the Pyramid of Critical-Metacognitive Thinking (PPCM) is presented as a pedagogical
tool that facilitates learning by organising and structuring ideas in a clear and understandable
way. This strategy helps students to identify concepts, establish cause and effect relationships,
analyse problems from different perspectives (social, political, economic, environmental, among
others) and propose creative and viable solutions.
Descriptors: critical thinking; problem solving; activity learning. (Source: UNESCO Thesaurus).
RESUMEN
Se tiene por objetivo de investigación generar una propuesta sobre la Pirámide de
Pensamiento Crítico -Metacognitivo (PPCM) como un recurso pedagógico en el proceso de
enseñanza-aprendizaje en los estudiantes de la Institución Educativa Madre Laura en el
Municipio de Tierralta, departamento de Córdoba, Colombia. Se realizaron entrevistas a los
informantes clave, que para este estudio fueron 10 docentes. El pensamiento crítico es una
habilidad fundamental en el proceso educativo, por cuanto permite a los estudiantes analizar,
reflexionar y tomar decisiones de manera consciente y fundamentada. En este sentido, la
Pirámide de Pensamiento Crítico-Metacognitivo (PPCM) se presenta como una herramienta
pedagógica que facilita el aprendizaje al organizar y estructurar las ideas de forma clara y
comprensible. Esta estrategia ayuda a los estudiantes a identificar conceptos, establecer
relaciones de causa y efecto, analizar problemáticas desde diferentes perspectivas (social,
política, económica, ambiental, entre otras) y proponer soluciones creativas y viables.
Descriptores: pensamiento crítico; resolución de problemas; aprendizaje activo. (Fuente:
Tesauro UNESCO).
Received: 21/09/2024. Revised: 03/10/2024. Approved: 05/11/2024. Published: 17/01/2025.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 13-28, 2025
La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
Siomara Ester López-Martínez
14
INTRODUCTION
The Pyramid of Critical-Metacognitive Thinking (PPCM) is a pedagogical proposal within the
framework of contemporary learning theories, oriented towards the development of higher order
cognitive competencies. This model seeks to articulate critical thinking and metacognition as
fundamental axes for transforming teaching-learning processes in complex educational
scenarios, such as that of the Madre Laura Educational Institution in Tierralta, Córdoba,
Colombia.
Therefore, from a pedagogical perspective, critical thinking is conceived as a transversal skill
that allows students to analyse, interpret, evaluate and construct knowledge in a reflective and
grounded manner (Bezanilla-Albisua et al., 2018). This process involves not only the acquisition
of information, but also the ability to question it, contrast it and apply it to the resolution of real
problems. For its part, metacognition, understood as the ability of students to reflect on their
own learning processes, is an essential component for self-regulation and autonomy in learning
(López-Martínez, 2023). The integration of both dimensions in PPCM allows for a holistic
approach to learning, in which students not only develop critical skills, but also become aware of
how they learn, which enhances their ability to transfer knowledge to new contexts.
PPCM is based on pedagogical strategies that have been shown to be effective in the literature,
such as the use of graphic organisers, problem-based learning (PBL) and the comparison of
right and wrong examples (Munayco-Medina, 2018; Duran-Llaro, 2023; Van-Peppen et al.,
2021). These strategies not only promote the construction of meaningful learning, but also
favour the active interaction of students with the content, fostering situated and contextualised
learning. In the case of the Madre Laura Educational Institution, the implementation of the
PPCM is adapted to the particularities of the urban context and the socio-cultural characteristics
of the students, which guarantees its relevance and pertinence.
Likewise, the PPCM is aligned with the principles of critical pedagogy, which emphasises the
importance of forming reflective citizens, capable of actively participating in the transformation of
their social reality (Chungandro-Paucar & Franco-Pérez, 2018). In this sense, PPCM not only
seeks to improve academic performance, but also to contribute to the integral development of
students, promoting values such as autonomy, responsibility and social commitment.
From the above, the research objective is to generate a proposal on the Pyramid of Critical
Thinking - Metacognitive (PPCM) as a pedagogical resource in the teaching-learning process in
the students of the Madre Laura Educational Institution in the Municipality of Tierralta,
Department of Córdoba, Colombia.
Theoretical background
The theoretical referential is based on research that addresses the development of critical
thinking, the pedagogical strategies to stimulate it and its impact on the construction of
meaningful learning, with emphasis on its integration in diverse educational contexts:
Critical thinking as an educational competence
From a pedagogical perspective, critical thinking is defined as the ability to analyse, evaluate
and synthesise information in a reflective, grounded and contextualised manner. This process
involves the development of higher-order cognitive skills, such as interpretation, inference,
argumentation and evaluation, which are essential for the construction of meaningful learning
(Bezanilla-Albisua et al., 2018). In this sense, critical thinking is not limited to the acquisition of
knowledge, but fosters the ability to question, transform and apply information in real situations.
Therefore, Ayola-Mendoza & Moscote-Riveira (2018) highlight that critical thinking should be
promoted through pedagogical strategies that stimulate active reflection and student
participation in their learning process. These strategies include the use of open questions,
debates, case analysis and activities that favour argumentation and informed decision-making.
In the field of teacher education, these authors stress the importance of educators developing
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 13-28, 2025
La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
Siomara Ester López-Martínez
15
critical competences to model and guide students in this process, becoming mediators of
learning.
Pedagogical strategies for stimulating critical thinking
The development of critical thinking in students requires the implementation of pedagogical
strategies that promote reflection, autonomy and the active construction of knowledge. Among
these strategies, problem-based learning (PBL) has been promoted as an effective
methodology, as it allows students to face real problems, analyse relevant information, generate
hypotheses and propose informed solutions (Duran-Llaro, 2023), this methodology encourages
not only critical thinking, but also collaboration and self-regulation of learning.
Another outstanding strategy is the use of graphic organisers, which facilitate the structuring
and visualisation of critical thinking by allowing students to identify relationships between
concepts, prioritise ideas and reflect on their own learning process (López-Martínez, 2023;
Munayco-Medina, 2018), these tools not only favour the understanding of complex content, but
also enhance metacognition, understood as the ability of students to reflect on how they learn
and how they can improve their cognitive processes.
Furthermore, comparing right and wrong examples has been identified as a pedagogical
strategy that stimulates critical thinking by engaging students in analysing and evaluating
different approaches to solving a problem (Van-Peppen et al., 2021), which fosters active
reflection and meaningful learning by enabling students to identify errors, understand their
causes and propose alternative solutions.
Impact of critical thinking on meaningful learning
Critical thinking has a direct impact on the construction of meaningful learning by enabling
students to relate new knowledge to their previous experiences and apply it in real contexts.
According to Chungandro-Paucar & Franco-Pérez (2018), critical thinking not only improves
students' problem-solving skills, but also strengthens their understanding of content by
promoting deep and contextualised learning.
In the area of reading comprehension, Dewendt (2021) points out that critical thinking facilitates
the interpretation and analysis of expository and argumentative texts, which is fundamental for
the development of communicative competences. This impact extends to the university
environment, where Kumar (2024) and Golden (2023) highlight the importance of integrating
critical thinking as a transversal competence in educational programmes, preparing students to
face the challenges of professional and social life.
The role of the teacher in the development of critical thinking
Teachers play a central role in promoting critical thinking by acting as mediators and facilitators
of learning. In this sense, Bezanilla-Albisua et al. (2018) emphasise that teachers must possess
critical competences to design and implement pedagogical strategies that stimulate critical
thinking in their students. This implies not only mastery of content, but also the ability to
generate a learning environment that encourages reflection, dialogue and active participation.
In specific educational contexts, such as that of the University of La Guajira, Ayola-Mendoza &
Moscote-Riveira (2018) indicate the need for teacher training programmes to include the
development of critical thinking as a transversal axis. This not only improves pedagogical
practice, but also contributes to the comprehensive training of future educators, who will be
responsible for fostering these competencies in their students.
Relationship between critical thinking and scientific methods
In this order, Danchin (2023) mentions that critical thinking is an essential component in the
development of the scientific method, as it allows students and professionals to question,
analyse and validate knowledge in a systematic way, which is not only limited to the evaluation
of data, but also encompasses the ability to identify biases, errors and limitations in research
processes. From a pedagogical perspective, critical thinking in science fosters a reflective
attitude that transcends the mere accumulation of information, promoting the construction of
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 13-28, 2025
La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
Siomara Ester López-Martínez
16
grounded, ethical and contextualised knowledge. In education, integrating critical thinking from
a scientific perspective involves designing activities that stimulate the formulation of questions,
problem solving and the evaluation of evidence. This not only strengthens students' analytical
skills, but also prepares them to face the challenges of a world where information must be
constantly evaluated and reinterpreted.
Analogies and higher-order thinking
In this regard, Richland & Simms (2015) highlight the use of analogies as a fundamental
pedagogical tool for developing critical thinking and higher-order skills. Analogies allow students
to make connections between previously learned concepts and new knowledge, facilitating the
transfer of learning and the resolution of complex problems. This cognitive process, known as
analogical reasoning, fosters the ability to identify patterns, relate ideas and generate creative
solutions, essential skills in critical thinking. In the educational context, analogy-based activities
are especially useful in areas such as mathematics, science and humanities, where students
must relate abstract concepts to concrete situations.
Graphic organisers in school contexts
In this context, Ríos-Carrascal (2017) analyses the impact of graphic organisers on the
development of critical thinking in rural secondary school students, highlighting their
effectiveness in contexts with limited resources. Graphic organisers, such as concept maps,
Venn diagrams and hierarchical schemes, allow students to structure and visualise information
in a clear and organised way; these tools facilitate the understanding of abstract concepts and
promote critical reflection by identifying relationships, hierarchies and connections between
ideas.
In rural contexts, where educational resources are often limited, these tools become an
accessible and effective pedagogical strategy. According to Ríos-Carrascal (2017), graphic
organisers not only improve the understanding of content, but also strengthen the ability to
argue and make informed decisions, therefore, their implementation encourages the active
participation of students, who become the protagonists of their own learning process, thus
highlighting the importance of adapting pedagogical strategies to the socio-cultural and
contextual characteristics of students, thus ensuring their relevance and effectiveness.
Critical skills in vocational education
Accordingly, Shamim (2017) emphasises the relevance of critical thinking in vocational
education, highlighting that this competence is fundamental for ethical decision-making and
problem-solving in work environments. In an increasingly complex and dynamic world of work,
critical skills enable professionals to analyse situations, evaluate alternatives and make
informed decisions that consider both technical and ethical aspects.
From a pedagogical perspective, critical thinking should be a cross-cutting component in
vocational training programmes, as it prepares students to face the challenges of a constantly
changing work environment. This includes the ability to adapt to new technologies, work in
interdisciplinary teams and solve problems creatively and efficiently, and Shamim (2017)
highlights that the development of critical thinking in vocational education not only benefits
individuals, but also contributes to the improvement of organisations and society in general, by
training professionals who are responsible and committed to their environment.
Professional learning communities
In this sense, Varas-Rivera (2024) introduces the concept of professional learning communities
as a key space for the development of critical thinking in students and teachers, these
communities are characterised as collaborative environments where participants share
experiences, reflect on their practices and build knowledge together. From a pedagogical
perspective, these communities encourage critical reflection, dialogue and the exchange of
ideas, which contributes to the strengthening of critical competences and the improvement of
educational practices.
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Multidisciplinary Journal Investigative Perspectives
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La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
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In the educational field, professional learning communities can be implemented as continuous
training spaces for teachers, where reflection on their practices and the search for solutions to
educational challenges are promoted. Likewise, these communities can include students, who,
by participating in collaborative learning processes, develop critical and social skills that allow
them to face the challenges of their environment; therefore, Varas-Rivera (2024) highlights that
this model not only benefits individuals, but also strengthens educational institutions by
promoting a culture of continuous learning and constant improvement.
METHOD
The research from a methodological context was developed under a qualitative,
phenomenological approach, aimed at understanding the experiences, perceptions and
meanings attributed by teachers to the teaching-learning process at the Madre Laura
Educational Institution, in Tierralta, Córdoba, Colombia, which allowed us to explore the
experiences of the participants in relation to the use of pedagogical strategies, such as graphic
organisers, and their impact on the development of critical thinking and metacognition.
Interviews were conducted with key informants, who for this study were 10 teachers who teach
at the middle school level at the Madre Laura Educational Institution in Tierralta, Córdoba,
Colombia. These interviews allowed us to explore the teachers' perceptions and experiences of
pedagogical practices and the use of strategies to foster critical thinking and metacognition. The
results of the interviews were systematised in Table 1, which summarises the teachers'
perceptions of the use of graphic organisers.
Likewise, the research was supported by the feasible project modality, which consists of the
development of a viable and contextualised proposal to address the needs identified in the
diagnosis. In this case, the Pyramid of Critical-Metacognitive Thinking (PPCM) was designed as
a pedagogical tool that integrates innovative strategies adapted to the urban context of the
institution, with the aim of strengthening the teaching-learning processes and promoting the
development of critical and metacognitive skills in students.
The development of the study was structured in the following methodological phases:
Exploration of the educational phenomenon:
Semi-structured interviews were conducted with 10 teachers to identify their perceptions,
experiences and meanings around the use of pedagogical strategies, such as graphic
organisers, and their impact on the development of critical thinking and metacognition. The
socio-cultural conditions and resources available in the institution were analysed.
Design of the pedagogical proposal:
Based on the findings obtained in the exploratory phase, the Pyramid of Critical-Metacognitive
Thinking (PPCM) was developed, integrating pedagogical strategies such as problem-based
learning (PBL), the use of graphic organisers and the comparison of correct and erroneous
examples.
Validation of the proposal:
The PPCM was submitted to the review of 5 experts in pedagogy and education, who assessed
its feasibility, relevance and coherence with the identified needs. Adjustments were made to the
proposal based on the comments and suggestions of the experts and the teachers interviewed.
RESULTS
This section presents a summary of the interviews conducted with the teachers of the Madre
Laura Educational Institution. The results reflect the teachers' experiences and opinions on the
use of pedagogical strategies, especially graphic organisers, and their impact on the
development of critical thinking and metacognition in the students, in this sense, it is presented:
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Multidisciplinary Journal Investigative Perspectives
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La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
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Table 1. Summary of interviews on graphic organisers.
Question
Interviewees' Responses
What are graphic organizers?
- Visual tools that organize and synthesize
information in a clear and structured way.
- Represent concepts hierarchically, didactically,
and attractively.
- Diagrams, charts, or infographics that facilitate
understanding.
- Help relate ideas and synthesize information
accurately.
Do you believe that graphic organizers help
develop critical thinking? Why?
- Everyone agrees that they do help with critical
thinking.
- Allow for organizing and analyzing information.
- Promote reflection and the connection of
concepts with prior knowledge.
- Help synthesize ideas and structure them
logically.
- Facilitate argumentation and the formation of
judgments based on the presented information.
What types of graphic organizers do you use in
your teaching practice and why?
- Concept maps: The most used due to their clarity
and ease in organizing ideas.
- Mind maps: Dynamic and easy to understand.
- Synoptic charts: Useful for synthesizing
information hierarchically.
- Timelines: Represent chronological events.
- Diagrams (bar charts, fishbone diagrams, circular
diagrams): Depending on the topic.
How does the use of graphic organizers promote
the development of students' critical thinking?
- Help analyze and structure information logically.
- Relate concepts to prior knowledge and the
environment.
- Encourage reflection on the studied topics.
- Allow for synthesizing ideas and generating
conclusions.
- Facilitate the comparison and argumentation of
perspectives.
- Develop metacognitive processes.
Source: Own elaboration.
As shown in table 1, graphic organisers are essential pedagogical tools, as they facilitate the organisation
and synthesis of information in a clear, structured and visually attractive way. According to the teachers
interviewed, these strategies not only support the understanding of content, but also enhance the
development of critical thinking in students by promoting skills such as analysis, reflection, synthesis and
argumentation.
The most commonly used graphic organisers, such as concept maps, mind maps and synoptic tables,
stand out for their versatility and adaptability to different subjects and learning levels, which makes them
accessible resources for both teachers and students. In this sense, their implementation in the classroom
not only enriches the teaching-learning processes, but also promotes deeper, reflective and meaningful
learning, in line with the objectives of a comprehensive and critical education.
PROPOSAL ON THE CRITICAL-METACOGNITIVE THINKING PYRAMID (CCMP) AS A
PEDAGOGICAL RESOURCE IN THE TEACHING-LEARNING PROCESS
Critical thinking has become one of the most valued skills in various areas of human life, as it
allows people to perform efficiently in any task. Therefore, those who manage to develop this
ability acquire tools, skills and characteristics that will be useful throughout their lives. In this
context, we present a tool designed to enhance both critical thinking and metacognition, which
can be used as a learning strategy for students and as a pedagogical resource for teachers in
the educational field.
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Multidisciplinary Journal Investigative Perspectives
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La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
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Critical-Metacognitive Thinking Pyramid (CMCP)
Definition: The PPCM is a graphic organiser that facilitates the development of critical thinking
by allowing a structured, systematic and global analysis of phenomena or problematic issues.
Its use promotes:
(a) The selection of key concepts in a text.
b) The organisation of concepts into categories of analysis.
c) The identification of the central theme of a text, as well as the main idea and secondary
ideas.
d) Analysing the causes and effects of a phenomenon.
e) The formulation of theses and conclusions.
f) The proposal of solutions to the problems studied.
g) The analysis of phenomena from multiple perspectives: social, political, economic, cultural,
educational, religious, environmental, among others.
Structure: The Critical-Metacognitive Thinking Pyramid (CMCP) has the shape of a
quadrangular pyramid, i.e. a polyhedron with a square base and four triangular lateral faces, as
illustrated in figure 1.
Figure 1. Structure of the Critical Metacognitive Thinking Pyramid (CMCP).
Source: Own elaboration.
Each of the faces of the pyramid presented in figure 1 deals with a different area or perspective
related to the subject proposed by the author. Given that the pyramid has four faces, the
student is free to decide, autonomously, which dimensions he/she wishes to work on,
considering that a problem can be analysed from different approaches.
On the other hand, Figure 2 shows the structure of one of the faces of the Critical-Metacognitive
Thinking Pyramid, the elements that compose it and the process to build and interpret it. It is
important to note that all the faces are constructed and analysed following the same procedure;
what varies are the concepts, as these depend on the specific domain being examined.
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La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
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Figure 2. How to interpret one side of the Critical Metacognitive Thinking Pyramid (CMCP)?
Source: Own elaboration.
How is a Critical-Metacognitive Thinking Pyramid (CMCP) developed?
The steps proposed below allow the learner to plan, monitor and evaluate the activity he/she
carries out on an ongoing basis. This process facilitates the organisation, analysis and
interpretation of the information that the student considers relevant to understand the problem
posed.
First step:
Starting from the problem selected by the student, either through observation of their
environment, previous experiences, preconceptions or reading a text, they must identify and
select the key concepts and ideas. These elements will be the fundamental basis for
constructing the CPMP. See figure 3.
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The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
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Figure 3. Text that provides information for developing the CPMP.
Source: Researcher, adapted from (Reynoso, 2024), Colombia faces the risk of going dark due
to lack of energy.
The text above (figure 3) serves as an example to illustrate what a student would do in step #1.
Second step:
In this second step, the student must organise in a hierarchical way the keywords previously
selected in the text, following a cause-effect scheme. In this way, the concept or idea that,
according to the student, originates the whole problem raised in the document should be placed
at the top of the pyramid. Figure 4 shows how the key words selected in the reading of the
previous example would be organised.
Figure 4. Initial organisation of key concepts indicating cause-effect and vice versa.
Source: Own elaboration.
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Third step:
In this step, the student is asked to analyse the issue raised in the document from different
perspectives. To do this, they must select the perspectives they wish to compare and fill in a
table, as shown in figure 5.
It is essential to note that, in order to fill in the table presented in figure 5, the student must start
from the main topic. In the case of the example, the topic is the El Niño phenomenon. To
analyse the environmental perspective, the student could ask the question: What effects does
the El Niño phenomenon have on the environment? One possible answer would be: low rainfall,
which in turn leads to increased drought, which leads to high temperatures. These temperatures
can cause forest fires, leading to the destruction of ecosystems and loss of biodiversity.
Figure 5. Analysis of the problem from different perspectives.
Source: Own elaboration.
As can be seen in figure 5, during the analysis of each area, concepts emerge that were not
explicit in the initial text. However, as the student goes deeper into the study of the problem,
these concepts emerge as implicit causes and effects, which leads the student to carry out
processes of inference and deduction.
Fourth step:
In this step, the student is asked to organise the information contained in the table within a
Critical-Metacognitive Thinking Pyramid (CMCP). This exercise aims to facilitate processes of
interpretation and argumentation that allow the formulation of assumptions, hypotheses and
possible solutions to the various problems identified from the initial analysis. The focus on
different perspectives helps to size up the magnitude of the problem and to explore how it could
be tackled from different approaches. See figure 6.
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Figure 6. Side view of the environmental and social perspectives of the CFMP.
Source: Own elaboration.
Figure 6 shows how the concepts related to the El Niño phenomenon, analysed from the social
and environmental perspectives, are organised. This organisation, from top to bottom, reflects a
cause-effect relationship, where the initial concept generates the next one. For example, in the
environmental sphere, the El Niño phenomenon is the cause of the drought.
Figure 7 presents the other two sides of the pyramid, which in the case of the example
correspond to the political and economic domains.
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Figure 7. Side view of the political and economic perspectives of the CFSP
Source: Own elaboration.
From figure 7, the four faces of the pyramid are completed, which serve as a basis for the
student to carry out writing and argumentation processes on the various problems posed, these
faces allow viable solution alternatives to be proposed, which contributes to the development of
critical thinking and the possibility of transforming the context.
Figure 8 below shows an overview of the Critical-Metacognitive Thinking Pyramid (CMCP)
corresponding to the example we are analysing.
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Figure 8. Overview of the MCWP.
Source: Own elaboration.
Fifth step:
In this step, the student is asked to carry out a monitoring of the work developed so far, with the
aim of identifying possible inconsistencies and making the necessary adjustments. After this
review, the student is asked to write a text, either inductive or deductive, in which he/she
addresses the problem posed from different perspectives, relating causes and effects in each of
them with solid arguments and backed by reliable sources. In addition, they must express their
position, either in favour or against the subject dealt with, justifying it in a clear, precise and well-
founded manner. Finally, they are asked to propose viable alternative solutions that contribute
to transforming the analysed reality.
It is important to highlight that the development of the PPCM facilitates the student's theoretical
construction of the inductive or deductive text. If they organise their writing by starting with the
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La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
Siomara Ester López-Martínez
26
concepts at the top of the pyramid and moving towards those at the base, the text will be
inductive. Conversely, if you start from the concepts at the base and move towards the concepts
at the top, the text will be deductive.
Advantages of the use of CPMPs
The use of CPWPs by students and teachers as learning and teaching tools in classroom
activities contributes significantly to the development of dispositions, intellectual characteristics,
skills, elements, metacognitive control and intellectual standards necessary to assess both
critical thinking and metacognition. The advantages derived from the use of CPWPs are
presented in Figure 9 below:
Figure 9. Advantages derived from the use of PPCMs.
Source: Own elaboration.
CONCLUSION
Critical thinking is a fundamental skill in the educational process, as it allows students to
analyse, reflect and make decisions in a conscious and informed manner. In this sense, the
Pyramid of Critical-Metacognitive Thinking (PPCM) is presented as a pedagogical tool that
facilitates learning by organising and structuring ideas in a clear and understandable way. This
strategy helps students to identify concepts, establish cause and effect relationships, analyse
problems from different perspectives (social, political, economic, environmental, among others)
and propose creative and viable solutions. It also seeks to foster attitudes such as curiosity,
motivation and the search for truth, while developing skills such as observing, analysing,
inferring and evaluating.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions linked to the research.
ACKNOWLEDGEMENTS
To the teachers who strive to generate critical learning in students.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 13-28, 2025
La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
Siomara Ester López-Martínez
27
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Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 13-28, 2025
La Pirámide de Pensamiento Crítico -Metacognitivo (PPCM) en el proceso de enseñanza-aprendizaje
The Critical Thinking-Metacognitive Pyramid (CTPM) in the teaching-learning process
Siomara Ester López-Martínez
28
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