Percepciones sobre la neurodidáctica, la neurociencia y el pensamiento crítico en la educación secundaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El fortalecimiento de competencias analíticas y reflexivas es clave para potenciar su capacidad de razonamiento profundo y toma de decisiones informadas. El objetivo de esta investigación fue analizar la percepción de docentes de educación secundaria y médicos cirujanos sobre la aplicación y los desafíos que presenta la neurodidáctica y la neurociencia en el desarrollo del pensamiento crítico de estudiantes en escuelas públicas de Lambayeque, Perú. Se adopta un enfoque cualitativo con un diseño descriptivo-interpretativo, no experimental y de corte transversal; se realizaron entrevistas a cuatro docentes y cuatro médicos cirujanos. Los resultados indican que la neurodidáctica se percibe como innovadora y esencial para el desarrollo cognitivo, aunque enfrenta barreras como falta de formación y recursos; el pensamiento crítico es valorado, pero limitado por métodos memorísticos y la neurociencia respalda estas prácticas, mejorando el aprendizaje y la toma de decisiones. Se recomienda capacitar a los docentes y promover metodologías innovadoras para potenciar el aprendizaje y razonamiento crítico.
Strengthening analytical and reflective skills is key to enhancing students' capacity for deep reasoning and informed decision-making. The objective of this research was to analyze the perceptions of secondary school teachers and medical surgeons regarding the application and challenges of neurodidactics and neuroscience in the development of critical thinking among students in public schools in Lambayeque, Peru. A qualitative approach was adopted with a descriptive-interpretative, non-experimental, and cross-sectional design; interviews were conducted with four teachers and four medical surgeons. The results indicate that neurodidactics is perceived as innovative and essential for cognitive development, although it faces barriers such as lack of training and resources. Critical thinking is valued but limited by rote methods, and neuroscience supports these practices, improving learning and decision-making. It is recommended to train teachers and promote innovative methodologies to enhance learning and critical reasoning.
Strengthening analytical and reflective skills is key to enhancing students' capacity for deep reasoning and informed decision-making. The objective of this research was to analyze the perceptions of secondary school teachers and medical surgeons regarding the application and challenges of neurodidactics and neuroscience in the development of critical thinking among students in public schools in Lambayeque, Peru. A qualitative approach was adopted with a descriptive-interpretative, non-experimental, and cross-sectional design; interviews were conducted with four teachers and four medical surgeons. The results indicate that neurodidactics is perceived as innovative and essential for cognitive development, although it faces barriers such as lack of training and resources. Critical thinking is valued but limited by rote methods, and neuroscience supports these practices, improving learning and decision-making. It is recommended to train teachers and promote innovative methodologies to enhance learning and critical reasoning.
Description
Vol. 9, No. 39