Abstract
This research seeks to design a pedagogical strategies proposal for the economic sciences learning at a Faculty of Economics in Colombia; Methods: derived from complex thinking has three phases: resonance, bio-learning-relationality and holographic phase. These involve the following examples of pedagogical mediation: flipped classroom, gamification, socio-pedagogical cartography, virtual learning objects and Feeling methodology with the pillars of bio-pedagogy, knowledge construction, critical thinking and social transformation; the research shows the achievement of learning objectives in economics in line with the bio-pedagogical vision, using the proposed pedagogical mediation; Linking pedagogical innovations based on biopedagogy, allows improving the academic objectives proposed for the training of economists.
Highlights
Economic Sciences are usually taught through traditional pedagogical mediation, which led us to research on the ones that foster critical thinking in students and offer training that makes social transformation possible
It considers learners to be the center of the learning process and recognizes learning happening outside the classroom [34]
Knowledge construction is present in the elaboration of the guides and selection of practical and dynamic materials/authors, with multimedia contents in topics such as consumer theory, monetary and fiscal theory, welfare theory, alternative models of development, and regional economy that iJET ‒ Vol 16, No 16, 2021
Summary
Economic Sciences are usually taught through traditional pedagogical mediation, which led us to research on the ones that foster critical thinking in students and offer training that makes social transformation possible. Introducing ICT in the classroom improves learning and academic performance levels. This includes Facebook pages [1], teacher training strategies and the existent relationship between these and the integration of technologies with academic content [2]. The impact of new educational technologies promotes knowledge acquisition, analysis and contextualization for both teachers and students [3]. The use of blended learning as a teaching-learning method makes it possible to overcome some of the limitations of traditional teaching iJET ‒ Vol 16, No 16, 2021
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