Neurodidactics and the stimulation of Critical Thinking
La Neurodidáctica y la estimulación del Pensamiento Crítico
DOI:
https://doi.org/10.33936/cognosis.v10iEE(1).7754Abstract
Neurodidactics offers a new perspective of integration between the understanding of the brain and its processes, and the postulates of Psychology and Pedagogy, which enriches the conception of the university teaching-learning process. Incorporating Neurosciences to educational processes favors a broader vision of Education. Neurodidactics provides a theoretical support that sustains the establishment of a more productive environment in the classroom. Promoting motivation, curiosity, improving attention and developing critical thinking in students, leads them to assume positions that, from science, allow solving professional problems. The objective of this research was to design a didactic strategy based on the integration of knowledge from Neurosciences, Neurodidactics, Critical Pedagogy, Historical-cultural Psychology and Didactics of Higher Education, to improve the teaching and learning processes in the Bachelor's Degree in Education, specialty Pedagogy-Psychology of the University of Holguin, Cuba. The research outcomes were primarily derived through the application of the following methods: bibliometric analysis, observation, interviews, document analysis, hermeneutics, and modeling. This strategy contributed to stimulate the critical thinking of students from the subject the authors teach, with the intention of preparing them to look for alternative solutions to the problems present in the current educational reality.
KEYWORDS: Neurosciences; Neurodidactics; Higher Education Didactics; Critical Thinking; University Teaching-Learning Process.
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