The scientific method as a pedagogical reflection from an open, humanizing, and complex thought

Abstract

The objective of the work is to propose a pedagogical strategy that facilitates the teaching and learning processes of the scientific school method, from an open and humanizing thought with a constructivist, organizational and complex approach. Beginning with a reflection on the role of the subject-object in science and the importance of the relationship with its environment, the inclusion of subjectivity and its way of thinking without neglecting objectivity as a complement and essential part of the system, to then introduce the scientific method as a strategy for the development of open, reflective and critical thinking driven by elements of complexity. The learning strategy contains the research exercise from scientificity adjusted to less rigorous and more disruptive current dynamics, such as the collective construction of training projects that start from the dialogue of knowledge between the actors of the current curriculum vs a reality or context the student, the project is developed hand in hand with the multidisciplinary group of teachers who support the project through the orientation of the necessary skills for its successful completion, concluding that the exercise motivates scientific inquiry, realistic and open to change, working hand in hand with interdisciplinarity, involving all the actors of the school system and encouraging comprehensive collaborative work, favoring in students an open dialogue between the curriculum and its context.