Abstract:

The comparative ability is one of the taxonomies that requires practice inside and outside the classroom since it works as a bridge to advance in the development of higher abilities in students. Comparing is defined as the ability to determine similarities and differences regarding concepts, processes or facts between two or more elements. This ability has been highlighted by several authors due to its positive repercussions when it comes to cognitive development in students. Also, comparing includes both transversal and applicable features for every discipline and most importantly, it is considered a paramount ability for learning as it includes analysis and synthesis.

This study attempts to describe the application of the comparison among three neuroscience theories in order to understand and apply such theories with respect to the teaching learning process. This strategy involved several initiatives: the formulation of a proposal, the elaboration of similarities, differences and, in the end, being able to conclude. Qualitative methodology has been carried out by a case study, a non-probability sample of 22 students form a Master program in Curricular Development and Educational projects at a Chilean University. It has been concluded that comparing helps to deepen a content, it is a prime ability to reach higher taxonomies namely, abstraction. From a different perspective, including more than two elements when comparing triggers a more complex level of cognitive ability and therefore, it is recommended to be developed cooperatively among peers to favor meaningful learning and to deepen in knowledge representation.

Keywords:

Higher thinking, comparative, master, cognitive skills.