Implementación de dos estrategias pedagógicas basadas en la neurociencia cognitivo- social en estudiantes universitarios de primer año en carreras del área de la salud

Abstract

The opening of the higher education system to an increasing number of students graduating from the school system has meant an important advance in terms of democratization of educational spaces, but it also represents a greater heterogeneity in its classrooms. Cognitive diversity in educational areas is a natural condition of human beings and is a variable to consider in the choice and organization of teaching strategies. Likewise, the need to investigate new ways for teacher effectiveness implies elaborating, organizing and experimenting new didactic strategies for their validation. The objective was to implement two pedagogical strategies, based on cognitive-social neuroscience, to strengthen learning in university students of health careers. The first strategy was based on self-management of knowledge (SSMK), which look for to promote the creativity and imagination of students through the study of real-life situations that they themselves select and to which answers must be given through the mobilization of their consolidated cognitive resources and others that have not been developed yet for the achievement of the expected learning. The second strategy was moment-based learning (SML), where pedagogical interventions are organized and articulated to improve student learning. This intervention look for to put into action externalist pedagogical strategies (the teacher as the main actor) and internalist pedagogical strategies (the