Luis Jorge Benítez Barajas

The objective of the research is to test the feasibility of implementing Structured Rational Thinking to learn disciplinary principles, evaluate written language, and answer the questions: What are its epistemological foundations? What explains why rational thinking is not common in people? How do students modify their conceptualization of thematic principles through it? And how does it help students to build knowledge and express it? Rational thinking was theoretically framed and its derivation into types of structured thinking: logical, methodical, and narrative; and its characterization according to its content, purpose, and structure, in its classical and modern forms. The hypothesis was: "people stop thinking rationally due to the lack of applying a method to order and properly conduct thoughts; one aspect is the method and another is the thought that it generates." Mixed methodology; results, it is expected that 50 students surveyed generate knowledge and language attached to objectified reality. Test 1: the level of understanding was assessed according to types of thinking, in ranges of: little, moderately and a lot, coded with ordinal values in intervals from 0 to 2, by interaction matrix. Test 2: table identifying levels of rational thinking, interval scale: 1 to 2 low level, 3 to 4 medium, 5 to 6 high, more than 6 very high. Conclusions, the effects of not applying a type of thinking that orders ideas to interpret reality and generate proven knowledge, far from conjectures, are outlined. The best thinking, guides reason when faced with compound and dynamic facts.

Conceptual understanding is essential to learn physics principles, for this it is advisable to develop a method of thinking. The Case Method can develop it hence the objectives of research: test the viability of implementing Rational Thought and the Case Metod in classrooms and answer the questions: how does rational thought modify in students conceptualization? and how the Case Method modifies their thinking scheme for learning disciplinary principles? The first stage consisted of theoretically basing classical pedagogy, with the rational thought of ancient Greece and its derivation in scientific thought. For test design, an interaction matrix is proposed to order and interpret data that reflect the level of conceptualization, according to types of structured thought: logical, methodical and narrative; For each type of thought, dimensions of content, purpose and structure are evaluated. In the second stage implement the method with the IGBE model imply: individual activity, Case reading; focus group; plenary; anecdotal log; evaluation judges dimensions understanding; diagnostic surveys and verification of experimental and control groups. The results of first stage: methodological, theoretical and test design foundations were achieved supported by preliminary conclusions. Secondly when implementing the method, the judges evaluated plenary discussion with high levels of understanding. When evaluating logs, the results showed medium and high levels. When implementing diagnostic surveys, similar levels of preconceptions were observed in both groups. When comparing results from verification surveys, higher levels of understanding were observed in the experimental group than in the control group; The method favorably impacts understanding through dialogic socialization.

Designing Engineering Cases contributes to learning Physics principles. This involves a method derived from Structured Rational Thinking. The research objectives were: analyze the design process of the Case by the SRJU model: structure, review, judges validation, students evaluation, with the dimensions of: clarity, coherence, relevance, sufficiency. It was described the relationship of rational thinking with the SRJU model. The first stage consisted of theoretically basing pedagogy related with rational thought of ancient Greece; Secondly, was developed the test design through an interaction matrix for order and interpret data that reflect level of conceptualization, according to types of structured thought: logical, methodical, narrative; For each type, dimensions of content, purpose and structure are evaluated, through an essay of the designed Case and Socratic dialogue implemented; with a sample of a control and experimental group of 45 students. To measure the impact of understanding, three levels considered: little, moderate and a lot; each level related to a type of rational thinking with its dimensions, coded with an ordinal scale from 1 to 3. A summary table was constructed for identifying type of thought in student's interpretation when wrote and discussed the Case. In the third stage, the results of validation and evaluation showed optimal levels of relevance and sufficiency; with coincidences in acceptable assessments that the Case is not totally coherent with a linear reality but complex. Conclusion, the SRJU model is effective to design Cases due to its processes derived from rational thought, which also may improve understanding.

Research advances are presented whose objective is to test and qualify the viability of implementing Rational Thought of the ancient classical pedagogical area, in digital classrooms of foreign languages; and answer the questions: what are the current theoretical foundations and on which thematic digital teaching should be built in multilingual diversity classrooms?; How does rational thought modify in students of different languages, research and conceptualization related to linguistic, literary and cultural topics? How does classical pedagogy help the development of didactics in the digital context, allowing the teacher to teach and the student to build knowledge? The first stage consisted of theoretically basing classical pedagogy, with the rational thought of ancient Greece and its derivation in scientific thought as its guiding axis. Design that implied contrast in ways of thinking about thematic diversity. With the following organization: methodological, theoretical and procedural foundation. For the test design, an interaction matrix is proposed to order and interpret data that reflect the level of conceptualization to be collected by written language; according to types of structured thought: rational logical, methodical and narrative; For each type of thought, dimensions of content, purpose and structure are evaluated. The methodology used for this stage is qualitative; In the second stage, test design will be applied. As a result of the first stage, methodological, theoretical and test design foundations were achieved, implementing the scientific method, supported by preliminary conclusions and an annex of examples to address multiple topics.

The Research objective is to test the viability of implementing the Socratic method as an ancient classical pedagogy, especially to develop inductive learning and structured rational thinking to learn disciplinary principles by studying an engineering Case. For this, the current theoretical foundations were established and the IGAA model was implemented by applying the Socratic method, with the following activities: individual Case reading; focal groups; plenary; anecdotal logs; assessment by judges of the dimensions of learning; diagnostic surveys and verification of the experimental and control group. The results when implementing the method were: the judges evaluated discussion in plenary, with high levels of learning. When evaluating logs, the results showed medium and high levels. When implementing diagnostic surveys, similar levels of preconceptions were observed in both groups. When comparing results of verification surveys, higher levels of learning were observed in the experimental group than in the control group; the Socrative method favorably impacts learning through dialogic socialization, narrative construction and development of logical, methodical and reflective thinking when carrying out induction work and analysis of the portion of reality under study. Finally, the principal question was answered ¿How does the Socrative method help the development of didactics to learn physics principles? allowing the teacher to teach and the student to build knowledge; However, the method is rarely used in physics and engineering learning.