Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Reflections about complex thought and complex thinking:Why these theoretical constructs maters on higher education?(Cherkas Global University, 2023-03-17) Baena Rojas, José Jaime; Suárez Brito, Paloma; López Caudana, Edgar Omar; https://ror.org/03ayjn504This article is based on the knowledge that complex thinking as a construct is nowadays shaping a system of meta-competencies which depends entirely on synergy at all its levels. In higher education contexts, it is well known that the development of transversal competencies allows fostering a better recognition and adaptation to the environment. However, the indistinct use of some concepts that allude to competencies generates confusion regarding what they imply, both theoretically and practically. Consequently, the present article analyzes the differences between complex thought and complex thinking, as relevant concepts, and competencies in higher education. We analyzed to what extent the concept of complex thought is a possible starting point for the adoption of the term and development of the competence of complex thinking, and how this is permeating all branches of knowledge. A qualitative research methodology was used to support the present theoretical reflection, through a critical reflection of the literature. Both concepts, their uses, and implications were analyzed through a compilation of scientific papers, which allowed an entire observation, and document analysis to ensure objective study. The present work presents practical implications in higher education contexts: 1) complex thought has become a relevant matter for explaining the multidisciplinary from theory of knowledge in epistemology, and 2) complex thinking has become a mean for ensuring new academic skills and strengths for problem solving among students in higher education.
- Traits of complex thinking:A bibliometric review of a disruptive construct in education(MDPI, 2022-06-30) Ramírez Montoya, María Soledad; Baena Rojas, Jose Jaime; Mazo Cuervo, Diego Mauricio; López Caudana, Edgar Omar; Instituto Tecnológico y de Estudios Superiores de MonterreyThe purpose of this research is to contextualize the behavior of publications on complex thinking in education. A total of 428 documents compiled in Scopus from 1937 to 2022 were analyzed with a bibliometric study considering criteria such as “complex thinking”, “complex thought”, and “reasoning for complexity”, all combined with education. The results show 153, 47, and 5 publications for each criterion with their related disciplines, citations, types of documents, universities, prominent authors, researching countries, and the general diachronic evolution of the subject, this allows to establish an idea about the implications of the present study according to one of the most important databases in the world. It is concluded that complex thinking and its relationship with education awakens a greater interest in the academy, not only because of its incidence in diverse fields that are nourished by it for the generation of new multidisciplinary knowledge but also because of the published research that demonstrates its transcendence.
- Effects of a Thermal Inversion Experiment on STEM Students Learning and Application of Damped Harmonic Motion(MDPI, 2021-01-18) Gonzalez Peña, Omar Israel; Morán Soto, Gustavo; Rodríguez Masegosa, Rodolfo; Rodríguez Lara, Blas Manuel; GONZALEZ PENA, OMAR ISRAEL; 162547; Instituto Tecnológico y de Estudios Superiores de MonterreyThere are diverse teaching methodologies to promote both collaborative and individual work in undergraduate physics courses. However, few educational studies seek to understand how students learn and apply new knowledge through open-ended activities that require mathematical modeling and experimentation focused on environmental problems. Here, we propose a novel home experiment to simulate the dynamics of a flue gas under temperature inversion and model it as damped harmonic motion. After designing and conducting the experiment, twenty six first year students enrolled in STEM majors answered six qualitative questions to inform us about their epistemological beliefs regarding their learning process. Their answers imply that this type of open-ended experiments may facilitate students’ understanding of physical phenomena and point to the significance of physics instructors as promoters of epistemological development. In general, students described this activity as a positive experience that helped them connect an environmental phenomenon with a fundamental physics concept.