General objective Generate methodological tools that are incorporated into the teaching-learning processes of logic in UPS careers, through the analysis of the methodologies used in the logic chairs and the appropriate content for the development of logical skills in university students, for the improvement in teaching in Logic teachers at the national level. Justification The reality of the students presents learning difficulties in formal logical schemes since they come with narrative content but not of a formal order. The deficiency is in verbal, numerical and argumentative reasoning. In this line, it can be seen that at the time of entering the university, students have difficulties in expressing concepts. For the student, especially the Latin American and specifically Ecuadorian student, it is much easier to speak or repeat something from memory than to outline a solid argument and, more than anything, to put said reasoning in writing. Along the same lines, it can be seen that in university courses in which students are taught Logic, not all of them demonstrate high skills in handling logical rules, despite the fact that they are common rules in world scientific thinking; rather, learning formal languages from a scientific point of view is difficult, a situation that does not stop there, but will make it difficult to understand the language in which science is handled at a general or global level, triggering problems of argumentation, comprehension and generation of knowledge. Added to this is the lack of mastery of methodological strategies by teachers for teaching logic due, on the one hand, to the strictly conceptual-abstract training that they possess and, in other cases, to the lack of preparation and mastery of the concepts used in logic.
|Effective start/end date
|2/04/18 → 2/04/20
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