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espanolSe investiga el efecto del pensamiento critico sobre los sesgos cognitivos en estudiantes de pedagogia. Participaron 95 estudiantes de dos universidades chilenas, utilizandose un instrumento con dos tareas de probabilidad. Se uso diseno cuasi experimental con pretest y postest, con un grupo control y dos experimentales, uno solo con intervencion en pensamiento critico y otro ademas con formacion en sesgos, analizandose los datos con estadisticos de confiabilidad y de diferencia de medias. Los resultados senalan que solo existe diferencia significativa en una de las dos tareas de sesgo. Se observa una diferencia entre el grupo experimental con formacion en sesgos y el grupo control. Se concluye que hay dificultades para modificar los sesgos cognitivos y es necesario trabajarlos explicitamente. EnglishThe effect of a critical thinking in cognitive biases aimed for pedagogy students is studied. Ninety-five students from two Chilean universities participated. The method consisted of a test with two probability tasks. A quasi-experimental design with pre and post-test was used, two experimental groups received training in critical thinking, one of them with explicit bias instruction, and it was contrasted with a control group. Data was analyzed through reliability and mean differences statistics. The results indicate differences between pre- and post-test in bias task 2; a significant difference between experimental group with bias training and control group was found. It is concluded that there is a difficulty to modify the cognitive biases and a need to work them explicitly

El Efecto de un Programa de Pensamiento Crítico en el Sesgo de Representación en Estudiantes de Pedagogía