Abstract:

The design of active methodologies in the teaching-learning process is one of the essential components for achieving meaningful learning. In this context, an active methodology is developed in which we can selectively choose new information and put it in interaction with the cognitive structure of the learner. This reciprocal action occurs via a combination of two thinking modes recognized by modern Neuroscience. Unlike other methods, this procedure uses the diffuse and focused thinking modes as a framework for implementation. According to the significant learning taxonomy, we can alternate both thinking modes in order to integrate specific ideas, people, or other topics related with meaningful learning. With a constructivist focus, the strategy can be combined with teaching-learning simulations previously developed by us in previous works. This approach enhances this learning environment. Furthermore, the design is very important for the construction of cognitive bridges, and the transition from mechanical to significant learning. This technique has been used in Applied Physics and it has proven very useful for the comprehension of a variety of concepts in physics and its applications. We illustrate our theoretical method with its application to a course in fluid mechanics. From the academic point of view, the outcomes have been remarkable. New research is however required to optimize the adapting time that students need for doing tasks of a different nature.

Keywords:

simulations, learning models, cognitive learning, cognitive resources, metacognition, learning strategy, diffuse thinking mode, focused thinking mode.