The Pedagogy of Teaching Thought: Making Thought Visible
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Abstract
The main objective of this research is to theoretically systematize thinking routines and their influence on visible and critical thinking for the formation of investigative competencies. For its development, a qualitative approach has prevailed, and the application of scientific methods, such as the historical-logical for the determination of the main theoretical and methodological foundations, antecedents, concepts, and definitions of research. Theoretical systematization and holistic methods were also used.
The antecedents that support the research are provided as part of the theoretical scientific article and the thinking routines related to visible and critical thinking stimulation. The interviews with experts made it possible to prepare the proposal to provide a solution to the scientific problem associated with the limitations manifested in students in the training and stimulation of thinking routines and a better theoretical and factual treatment.
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Mario Fabricio Ayala-Pazmiño, Universidad de Guayaquil, Universidad Epíritu Santo, Unidad Educativa Bilingüe Torremar - Ecuador
http://orcid.org/0000-0002-3344-8931
Dr. Ayala has degrees in Computer Science, Business Administration, Education Sciences, and received his PhD in Education from the University of Melbourne in Australia, in 2018, with his highest concentration of study in foreign language teaching and learning, pedagogy, educational management, and higher education. He is an educator and has experience as an Academic Coordinator. His previous experience also includes working as head of Humanities and Community and Service departments. He was a professor at Monash University in Melbourne, Australia, and at Universidad de las Americas in Quito, Ecuador. Dr. Ayala is a member of the Monash University Hispanic Studies Teachers Association, Australia.
Yeimer Prieto-López, Unidad Educativa Bilingüe Torremar, Universidad Espíritu Santo (UEES) - Ecuador
https://orcid.org/0000-0001-7369-1402
Doctor of Educational Sciences. Bachelor of Education. Associate Professor. Professor at UEES in the Faculty of Liberal Arts and in the Master of Educational Management. Teacher and Academic Auditor at Torremar Bilingual School. He has participated in various national and international events. He has more than twenty publications in Indexed Magazines, such as Latindex and Scielo. Doctoral Thesis Tutor at the Universidad del Rosario, Argentina, and the University of Holguín, Cuba. He has received more than one hundred hours of training in Education and Pedagogy in 2020 and 2021.
Jaime Roberto Pizarro-Velastegui, Universidad de Guayaquil, Escuela Superior Politécnica del Litoral, International House Cambridge - Ecuador
Master in TEFL at ESPOL, Bachelor in English, ICELT Certification with Cambridge. Teacher and coordinator of English at Guayaquil University. Teacher, tutor, and reviewer at Escuela Superior Politécnica del Litoral in the TEFL master's program. Cambridge oral examiner for international certifications according to the common European framework CEFR. More than 20 years of experience as an English teacher at the university level, also in school as an English and mathematics teacher, and in the Ecuadorian Army as an English and physics teacher.
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