Abstract

University students have weaknesses in the execution of information processing, their deficit to perform abstractions in the reading of theoretical documents and the creation of constructs is very high, therefore, the work to explain the scientific findings is precarious in the process of the written transfer. It is necessary to teach the student, who begins the study in scientific processes, to think in a hypothetico-deductive way, to establish discussions in relation to the theories, so that he can analyze and create axioms about the studies he approaches in his investigations, For this, critical thinking must be applied: "Critical Thinking is characterized by being a higher order thought, in which knowledge, experiences, dispositions (attitudes or habits of the mind) and intellectual abilities are involved" (Carbogim, Oliveira and Püschel, 2016, p.5), such skills are identified as analytical capacity, judging based on criteria or standards, evaluation of the credibility of the evidence, focus on accurate results. We must teach according to how our brain learns, that is, establishing connections through, the processing of information which performs cognitive thinking tasks of higher order, if they are properly stimulated, students will be able to implement high processes such as: critical thinking, which is the ability to process and rework the information received for an adequate resolution of problems and decision making; demonstrating, in turn, a creative thought, which is recognized as the ability to generate alternative ideas and divergent solutions. It should be noted that, from this perspective, understanding concepts, theories and constructs helps to advance problem solving processes to create new knowledge in the different areas in which it is investigated. (Marambio, 2017, p.86). The objective of the study is to support students in the rational, logical and analytical process that they perform when faced with a scientific problem, as well as in the development of the writing of their inquiries. A diagram of ordering of ideas on the phenomenon to be investigated called "situational map" is designed, this diagram is composed of key elements of the structure of observation of the phenomenon under study and supports the descriptive realization of constructs, which have been elaborated from the same research to generate new knowledge The situational map is a diagram designed by the researcher, to structure a research focusing on the applications that affect the interactions of the subject under observation. The application of this strategy provides a formula for analyzing reality in order to identify, with certainty, the central theme of the phenomenon that will be analyzed in research, with the possibility of giving varied solutions to the problem referred to by designing development projects. Its design responds to an adaptation of the technique "The Tree of Problems" also called "Tree Diagram" (Martín, 2001, p.112) technique that is used for the analysis of the realities of social systems to identify problems authentic that affect an organizational structure, in order to develop solution strategies. Why is this diagram designed with a map structure? It is because it is proven that the brain, maps out everything that learns and establishes internal relationships: "The activity of mapping is not limited to visual patterns, but applies to any pattern of sensory type in which the brain it intervenes building it "(Damasio, 2010, p.116). The Situational Map is synthesized in a diagram that provides a structured and graphic vision on the systemic development of the use of means and actions to identify the problem to be investigated as well as to determine its solutions or achieve study objectives, allowing to order the investigative process for give a logical and semantic structure, from this perspective it is understood that logic represents the structure of human knowledge, but not reality and semantics is interested in organizing through language the constructs that explain reality and thus also is at the service of the development of human knowledge (Bungue, 2004). In this way the situational map becomes an instrument that helps the researcher to think critically about what and how to approach the research process to make its design and subsequent development. The methodology applied in this study was qualitative since it is interesting to present the strategy as teaching the process of analysis of how to detect the problem of research scientifically in the field of Social Sciences? To this end, a retrospective analysis of the teacher's diary was carried out, which has applied this strategy since 2009 to date in its Seminar classes. The purpose of applying this research teaching strategy is for students to focus their problem of inquiry and, in the course of the research process, not to defocus their initial problem, this allows them to advance more quickly in the course of the investigation, be accurate in their hypotheses, and specify their exploration product in a concrete proposal of innovation to the reality in study of the field of Social Sciences. Likewise, a statistical analysis of the trend is made on the use and application of the diagram in a sample of 25 undergraduate students who have used the situational map in the elaboration of their theses in the Nursery Education Career of the Republic campus of the University Andrés Bello between the years 2017 and 2018. As a result, this strategy, called Situational Map, allows the researcher to achieve a continuous progression of the inquiry that produces a rigorous analytical study with internal and external validity (Reguera, 2008). The trend shows that 93.3% of respondents have achieved that their research processes in the elaboration of their thesis concluded their research at the planned time, their results were consistent with their hypothesis and / or purposes, their ratings were between 6, 0 to 6.5. They observe that their abilities to perform data interpretation and critical analysis of the results evolved. The creation of this strategy is a support for students, who have not developed their ability to think critically and establish relationships and analysis between concepts and theories in the execution of scientific research, which in Latin America is not working in primary and secondary schools, therefore, the student reaches higher education with this deficit in the development of their cognitive training