Resumo

FALLA JUAREZ, María Elena; VASQUEZ FALLA, Lisbeth Mariella; VASQUEZ FALLA, Jhanina Edith  e  VIDAURRE CHAVEZ, Alex Wagner. Perceptions on neurodidactics, neuroscience, and critical thinking in secondary education. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.39, pp.2558-2572.  Epub 03-Jul-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i39.1070.

Strengthening analytical and reflective skills is key to enhancing students' capacity for deep reasoning and informed decision-making. The objective of this research was to analyze the perceptions of secondary school teachers and medical surgeons regarding the application and challenges of neurodidactics and neuroscience in the development of critical thinking among students in public schools in Lambayeque, Peru. A qualitative approach was adopted with a descriptive-interpretative, non-experimental, and cross-sectional design; interviews were conducted with four teachers and four medical surgeons. The results indicate that neurodidactics is perceived as innovative and essential for cognitive development, although it faces barriers such as lack of training and resources. Critical thinking is valued but limited by rote methods, and neuroscience supports these practices, improving learning and decision-making. It is recommended to train teachers and promote innovative methodologies to enhance learning and critical reasoning.

Palavras-chave : Secondary education; Active methodologies; Neuroscience; Neurodidactics; Critical thinking.

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