The Pedagogical Question as a Strategy to Facilitate the Understanding of Neuroscience in University Students

Abstract

Understanding the usefulness and impact of the use of questions in the classroom favors the development of high-quality pedagogical activities with maximum cognitive demand. The purpose of this study of qualitative approach and descriptive implementation analysis design is to identify the contribution of the use of pedagogical questions as a didactic strategy to facilitate the understanding of neuroscience in university students. We worked with a sample of 27 participants who are active students of the Psychology career. As an instrument for collecting information, the structured interview and discussion group technique was used, allowing to obtain the individual and group vision of the effectiveness of the implementation within the classroom, the data obtained were later analyzed to build the resulting codes and categories for each topic developed during the inquiry. The findings show that the use of this type of resource favors the development of cognitive-linguistic skills and metacognition of students and at the same time it is a resource that adds value to teaching practice by facilitating learning spaces that transform the student into the center of the training process. This resource has a favorable impact on the development of the class and the learning process of the students, being of strategic value for the exercise of teaching. The students showed satisfaction with their use within the class and identified different opportunities for improvement that favor the process of understanding the topics developed in the syllabus or program of the course.