Publication: Pienso, luego aprendo de verdad. Una metodología docente que potencia el aprendizaje y el propio pensamiento
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2022-05-07
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Abstract
Para propiciar un mejor aprendizaje es necesario facilitar un procesamiento profundo. Este requiere que el material a aprender se procese, se comprenda, se conecte con conocimiento previo, se aplique a situaciones nuevas o se transforme.
Por otra parte, vivimos en un mundo en evolución constante, con aparición de nuevas profesiones (ciencia de datos, por ejemplo) y cambios frecuentes en la forma de ejercer las profesiones existentes. Tenemos delante grandes retos (pandemia, sostenibilidad ambiental), complejidad creciente (el sistema económico mundial es enormemente complejo), etc. Ante esta situación, las habilidades de pensamiento y solución de problemas resultan más necesarias que nunca.
Sin embargo, pensar es una actividad compleja y abstracta, que necesitamos aprender, contando con métodos de enseñanza que faciliten su aprendizaje.
Por ello se propone una metodología que emplea el pensamiento como base de un procesamiento profundo, mejorando el aprendizaje, a la par que se aprenden las destrezas del pensamiento. El pensamiento es, por tanto, parte de una metodología docente, ya que contribuye a un mejor aprendizaje y, de forma colateral, es objeto de aprendizaje en sí mismo, como herramienta general para mejorar el desempeño en ámbitos muy diversos de la vida personal, académica y profesional.
La metodología propuesta tiene como fin la facilitación del aprendizaje y el desarrollo del pensamiento, mediante materiales visuales y manipulativos, apoyado por un aprendizaje mediado de personas expertas. Los materiales visuales desarrollados fueron del estilo de los empleados, entre otros, por Robert Swartz. Se trata de plantillas que ayudan a explicitar distintos procesos de pensamiento. Los materiales manipulativos utilizaron simulaciones computacionales (al estilo de la propuesta metodológica SimGuide) adecuadas para procesos educativos, dadas sus facilidades de visualización y experimentación intuitivas. Estos procesos se potencian y facilitan no sólo mejorando o desarrollando habilidades del pensamiento como bien señala la divulgadora Julia Galef, sino que también lo hacen mediante estilos cognitivos (perspectiva exploradora más que defensiva), emociones (como la curiosidad ante lo sorprendente o el disfrute de aprender o resolver problemas), actitudes y valores (como la apertura y la flexibilidad cognitivas) y aspectos de autoimagen y autoestima (como la estima y la seguridad personal, más allá de estar acertados o equivocados respecto a temas concretos).
El objetivo de esta nueva metodología es doble: por un lado, emplear actividades de pensamiento en tanto que facilitadores de un mejor aprendizaje, gracias al procesamiento profundo que facilita y, por otro, enseñar a pensar, como herramienta profesional fundamental. Las habilidades de pensamiento y solución de problemas tienen, además, gran aplicación en la vida cotidiana de las personas.
Se obtuvieron resultados bastante satisfactorios del buen funcionamiento de la metodología propuesta.
In order to improve learning, it is necessary to facilitate deep processing. For that to happen, the material to be learned needs to be processed, understood, connected with previous knowledge, applied to new situations, or transformed. Additionally, we live in a world in constant evolution, with the emergence of new professions (data science, for example) and frequent changes in the way existing professions are practiced. We face major challenges (pandemics, environmental sustainability), increasing complexity (the global economic system is highly complex), etc. In such a case, thinking and problem-solving skills are key. However, thinking is a complex and abstract activity, which we need to learn, relying on teaching methods facilitating that learning. Therefore, we propose a methodology that uses thinking as the basis for deep processing, enhancing learning while learning thinking skills. Thinking is, therefore, part of a teaching methodology, since it contributes to better learning and, collaterally, is itself an object of learning. That way, thinking sills become a general tool to improve performance in very diverse areas of personal, academic and professional life. The proposed methodology aims at facilitating learning and the development of thinking, through visual and manipulative materials. This is supported by mediated learning from experts. The visual materials were arranged in the Robert Swartz’s style. These templates help to make different thinking processes explicit. The manipulative materials make use of computational simulations (like in SimGuide methodology) suitable for educational processes, given their ease of visualization and intuitive and manipulative experimentation. These processes are enhanced and facilitated not only by improving or developing thinking skills, as pointed out by Julia Galef, but also through cognitive styles (exploratory rather than defensive perspective), emotions (such as curiosity about the surprising or the enjoyment of learning or solving problems), attitudes and values (such as cognitive openness and flexibility) and aspects of self-image and self-esteem (such as personal esteem and security, beyond being right or wrong about specific topics). There were two main objectives: 1) To use thinking activities as facilitators of better learning, due to the deep processing it facilitates, and 2) to teach thinking as a fundamental professional tool. Thinking and problem-solving skills also have great application in people's daily lives. Finally, assessment results came in broad support of the proposed methodology good performance.
In order to improve learning, it is necessary to facilitate deep processing. For that to happen, the material to be learned needs to be processed, understood, connected with previous knowledge, applied to new situations, or transformed. Additionally, we live in a world in constant evolution, with the emergence of new professions (data science, for example) and frequent changes in the way existing professions are practiced. We face major challenges (pandemics, environmental sustainability), increasing complexity (the global economic system is highly complex), etc. In such a case, thinking and problem-solving skills are key. However, thinking is a complex and abstract activity, which we need to learn, relying on teaching methods facilitating that learning. Therefore, we propose a methodology that uses thinking as the basis for deep processing, enhancing learning while learning thinking skills. Thinking is, therefore, part of a teaching methodology, since it contributes to better learning and, collaterally, is itself an object of learning. That way, thinking sills become a general tool to improve performance in very diverse areas of personal, academic and professional life. The proposed methodology aims at facilitating learning and the development of thinking, through visual and manipulative materials. This is supported by mediated learning from experts. The visual materials were arranged in the Robert Swartz’s style. These templates help to make different thinking processes explicit. The manipulative materials make use of computational simulations (like in SimGuide methodology) suitable for educational processes, given their ease of visualization and intuitive and manipulative experimentation. These processes are enhanced and facilitated not only by improving or developing thinking skills, as pointed out by Julia Galef, but also through cognitive styles (exploratory rather than defensive perspective), emotions (such as curiosity about the surprising or the enjoyment of learning or solving problems), attitudes and values (such as cognitive openness and flexibility) and aspects of self-image and self-esteem (such as personal esteem and security, beyond being right or wrong about specific topics). There were two main objectives: 1) To use thinking activities as facilitators of better learning, due to the deep processing it facilitates, and 2) to teach thinking as a fundamental professional tool. Thinking and problem-solving skills also have great application in people's daily lives. Finally, assessment results came in broad support of the proposed methodology good performance.