Psychodidactic Strategies to Facilitate the Flow of Logical Thinking in the Preparation of Academic Documents

The preparation of academic documents, such as thesis, articles and research projects, is one of the requirements of the higher educational level. These documents demand the implementation of logical argumentative thinking which is experienced and executed with difficulty. To mitigate the effect of these difficulties we designed a thesis seminar, with which we have seven years of experience. It is taught in a graduate program in Psychology at the National Autonomous University of Mexico. In this seminar we use the Toulmin model as a mental heuristic and for the application of a set of psychodidactic strategies that facilitate the elaboration of the plot and culmination of the thesis. The efficiency in obtaining the degree in the groups exposed to the seminar has increased by 94% compared to the 10% that existed in the generations that were not exposed to the seminar. In this article we will emphasize the psychodidactic strategies used. The Toulmin model alone does not guarantee the success achieved. A set of actions of a psychological nature (almost psychotherapeutic) and didactics of the teacher also seem to contribute. These are actions that derive from an understanding of the psychological, epistemological and ontogenetic obstacles and the most frequent errors in which thought tends to fall when it is demanded a logical course. We have grouped the strategies into three groups: 1) strategies to facilitate logical thinking, 2) strategies to strengthen the scientific self and 3) strategies to facilitate the act of writing the text. In this work we delve into each of them.

• Deni Stincer Gomez
• Zuraya Monroy Nasr
• Luis Pérez Alvarez

• psychodidactic strategies
• logical thinking
• academic documents
• Toulmin model

[1] Fernández, E., Mendoza, M. A., Rodríguez, A. y López, M. A. (2013). “Aspectos que inciden en la baja titulación de los alumnos de las maestrías en la Universidad Pedagógica de Durango”. Praxis Investigativa ReDIE, 5(9), 6-14.
[2] Luna, B. (2011). “Factores de la influencia en la gestión de la planeación académica para el logro de la eficiencia terminal del estudiante de educación superior”. Trabajo presentado en el XI Congreso Nacional de Investigación Educativa del 11 al 17 de noviembre del 2011 en México, D. F. Recuperado de http://www.comie.org.mx/congreso/memoriaelectronica/v11/docs/area_13/1420.pdf
[3] Medina-Otero, T. (2011). “Titulación: estrategias y acuerdos epistemológicos”. Investigación universitaria multidisciplinaria, (8):26-33.
[4] Villagra, M. y Casas, M. (2010). “La falta de tiempo docente y otros avatares. Textos y pretextos que dificultan la elaboración de la tesis”. Trabajo presentado en el I Congreso Argentino y Latinoamericano de Posgrados en Educación Superior del 12 al 14 de mayo de 2010.
[5] López Bedoya, M., Salvo Aguilera, B. y García Castro, G. (1989). “Consideraciones en torno a la titulación en las instituciones de educación superior”. Revista de la educación superior, 18(1):69.
[6] López Suárez, A., Albíter Rodríguez, Á. y Ramírez Revueltas, L. (2008). “Eficiencia terminal en la educación superior, la necesidad de un nuevo paradigma”. Revista de la educación superior, 37(146):135-151.
[7] Van Eemeren, F. H. y Grootendorst, R. (2004). A systematic theory of argumentation. The pragma- dialectical approach. Cambridge: Cambridge University Press.
[8] Stincer, D. y Blum, B. (2017). “El modelo argumentativo de Toulmin y la eficacia de titulación”. Revista Electrónica de Investigación Educativa, 19(4), 9-19. https://doi.org/10.24320/redie.2017.19.4.1331
[9] Toulmin, S. (1958). “The Uses of Argument”. Cambridge: Cambridge University Press.
[10] Vega, L. (2003). “Si de argumentar se trata”. España: Montesinos.
[11] De Sousa, R. (2008): “Epistemic feelings”, en Epistemology and emotions, Ashgate Publishing, Ltd, pp.185-205
[12] Eraña, L. A. (2003). “Normatividad epistémica y estructura heurística del razonamiento”. Crítica: Revista Hispanoamericana de Filosofía, 69-108.
[13] Piaget, J. (1991). Seis estudios de psicología. Editorial Labor SA., España.