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Revista de la educación superior

versión impresa ISSN 0185-2760

Resumen

ARRIAGA FRIAS, Alberto et al. Diagnosis as strategy for inducing relational thinking in a biology course. Rev. educ. sup [online]. 2014, vol.43, n.169, pp.107-124. ISSN 0185-2760.

Given the fragmentation of knowledge and dominance of linear thinking in the study of processes and concepts about cause-effect relationships in the classroom as a teaching tool is proposed to diagnosis, in this case, on a nutritional disorder in plants as a tool joint use of a format-guide and influence diagrams (Forrester) as a way to promote relational thinking. It presented results with students of Biology assessed in two different scenarios: before and after learning the use of influence diagrams finding that 70% resolved favorably their diagnosis including feedback loops itself considered as a parameter of relational thinking.

Palabras llave : Relational thinking; Diagnostic; Influence diagrams of Forrester.

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