The Scientific Method as a Pedagogical Strategy to Activate Critical and Reasoned Thinking

Abstract

In this article are presented the results and findings of an intervention with the scientific method as a pedagogical strategy. The goal is to examine its influence on the activation of critical and reflective thinking in students of sixth grade, strengthening abilities in the teaching of natural sciences, link it to empiric phenomena and improve the cognitive processes.A mixed type of research was used alongside a triangulation of information from techniques applied in data collecting: polls, workshops, discussion groups, and observation. A learning cycle called Science and the scientific method was applied which was focused on facilitating the knowledge and comprehension of this method, which was used by students for explaining the ripening of avocados in non-climacteric and the oxidation of fruits. One of the findings is that this method, as an in-class work strategy, allows long-lasting learning, as well as a significative, transversal and that allows the fixation of concepts while also dynamizes the embodiment of new knowledge.