Fortalecimiento del pensamiento crítico y reflexivo en el aprendizaje de Estudios Sociales por medio de estrategias didácticas fundamentadas en la neurociencia en 8° año de EGB de la Unidad Educativa República Del Ecuador.

Abstract

The research took place in the Educational Unit República del Ecuador located in Cuenca - San Sebastián with eighth year students of Basic General Education (EGB). Where it was observed that the strategy used by the teacher does not meet the needs of the students, because difficulties were found in the development of critical and reflective thinking, which led to the research question: How to promote critical and reflective thinking in the learning of Social Studies through didactic strategies based on neuroscience in the eighth-year students of Basic General Education? The study assumes a socio-critical paradigm of a descriptive type and a qualitative approach, for which techniques such as: teacher interview, student survey, participant observation, pre-test and post-test were used. With the collected data, we proceeded to the design and implementation of a guide of didactic strategies focused on the development of critical and reflective thinking with contributions in neuroscience. As a result, a significant improvement was obtained in skills such as identification of premises, main and secondary ideas, the ability to argue, imagination, search for alternatives, knowing their reality, relationship of previous knowledge with the new ones to propose new ideas.