Abstract

VARGAS SALAZAR, F. Rodrigo. Implicaciones del Modelo de Guilford en la Enseñanza de Matemáticas, Física, Química y Biología «El pensamiento divergente». Revista Varianza [online]. 2015, n.11, pp. 53-61. ISSN 9876-6789.

We make this investigation, to evaluate the level of divergent thinking. The focus is of quantitative type and longitudinal design of type panel, being made to 39 students male and female that approved the course of preparation universitary to the Career of Biochemistry of the School of Pharmaceutical and Biochemical Sciences of the UMSA in the second semester of the 2013. So, you could determine work presently, that the three dimensions or factors of the studied divergent thinking [DMU, DSU, DMS] they are low. For such a reason, the present article shows us a reflexive vision around the pattern of Joy Paul Guilford mentioning to three factors of the divergent thinking, and to its implications in the pedagogic environment. Likewise, one of the most important phases in the education is that the educators use these or other devices that favor the development of creative behaviors in the students making that these are interested more in what they learn. It is not difficult to realize that the structure of the intellect (EI) of Guilford it will simplify our understanding on how to foment the creativity inside of and outside of the classroom; and to keep in mind that to bigger development of the divergent thinking will be bigger our creativity.

Keywords : Divergent thinking.