Strategic actions for the development of demonstration in university courses

Abstract

The article focuses on the development of demonstration as a logical procedure of thought in university students, in line with Goal 4 of the UN 2030 Agenda, which promotes inclusive and quality education. In the context of the Eliseo Reyes Rodríguez "Capitán San Luis" Higher Institute in Cuba, issues such as rote learning, limited application of logical procedures, and difficulties in solving professional problems creatively are identified. These limitations hinder the formation of well-rounded and competent professionals, who are needed to address the challenges of Cuban society. The aim of the research is to share a set of strategic actions that contribute to the development of demonstration as a logical procedure of thought in university students. The strategy is structured in four stages: diagnosis, design, intervention, and evaluation. It includes methodological workshops, group sessions, and techniques such as problem-based learning and collaborative learning. Five sessions were designed to work on logical actions such as dichotomous classification, deduction of consequences, and the concept of mandatory properties, integrating reproductive and productive tasks that foster reflection and argumentation.