The Basic skills of thought as an epistemological preamble to the analytical processing of information in university scientific education

Abstract

The human evolutionary process has appeared as a product of the changes that were generated with bipedalism, the most important being the development of a complex brain structure, which added to its adaptations, the ability to reason. The development of complex thought processes gave him the opportunity to give name and meaning to everything we know today. We can affirm then that processes such as observation, comparison, classification and ordering are being executed without discriminating or separating each one of these, and even without being aware of what they are generating. For renowned authors, specialists in different disciplines and in theories of information processing, this situation becomes notable when a progressive deterioration of the cognitive abilities of our young people is observed, which makes it necessary to propose educational models that teach thinking and strengthening The purpose of this article is to analyze the epistemological context that pepper basic thinking skills, as a sine qua non requirement leading to the strengthening of analytical skills and processes that review the teaching of science, a university level. For this, a state of the art of the constructs referring to each of these skills was made, from the most recognized metateorics and recent investigations for several disciplinary areas, which argued the felt need to incorporate this basic cognitive and analytical stimulation to University courses, especially those related to the teaching of science.