Scientific reasoning as a teacher-applied method for effective teaching and learning

Abstract

The purpose of the study was to understand the importance of scientific reasoning as a method applied by teachers of the nursing career and the administration career for effective teaching and learning, originated by the questions of students at the time when they do not discern the theories in various topics. The research was applied at the Training Center for First Aid, Pre-Hospital Care and Auxiliary Nursing and at the National Experimental University of the Armed Forces, Aroa extension, supported and epistemologically protected by the emerging theories of the study. It was based on the post-positivist paradigm with a qualitative approach, phenomenological-hermeneutic method, where the reality of the phenomenon is made known as it occurs, the information was collected from in-depth interviews with three teachers, informants according to the experience obtained in their teaching and care work, finally, an exhaustive analysis of the responses obtained in the interview was carried out. The results showed the scientific reasoning category, made up of the students’ academic performance subcategory. The study was related to other research in different areas of knowledge where the students’ reasoning was understood. Concluding, scientific reasoning is an effective method for the teaching-learning process where the evaluation of students is through reason and logic.