Neurodidáctica y pensamiento crítico: perspectivas para la educación actual
Educación y Educadores, ISSN: 0123-1294, Vol: 25, Issue: 2, Page: 1-18
2022
- 2Citations
- 63Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations2
- Citation Indexes2
- CrossRef2
- Captures63
- Readers63
- 63
Article Description
Resumen El presente artículo tiene por objetivo visibilizar las relaciones entre neurodidáctica y pensamiento crítico como una propuesta para el fortalecimiento del proceso de enseñanza-aprendizaje y del modelo educativo colombiano. Se abordará, en primer lugar, el contexto de la educación en el país; luego se evidenciará la importancia del pensamiento crítico en la contemporaneidad y los avances de la neuroeducación para su promoción; finalmente, se harán algunas sugerencias para potenciar los pilares de la neurodidáctica y el pensamiento crítico en la educación básica y media en el contexto nacional. La conclusión más relevante es que la neurodidáctica contribuye de manera directa en la potenciación cerebral y la formación de procesos complejos que se articulan con la formación de sujetos activos en un modelo educativo diferencial y contextualizado.
Bibliographic Details
https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/18283; http://dx.doi.org/10.5294/edu.2022.25.2.2; http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-12942022000202522&lng=en&tlng=en; http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0123-12942022000202522&lng=en&tlng=en; http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-12942022000202522; http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0123-12942022000202522; https://dx.doi.org/10.5294/edu.2022.25.2.2
Universidad de la Sabana
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