La Transición del Pensamiento Nocional al Pensamiento Conceptual en Ciencias Naturales

This article presents an analysis within the study of the PhD student in Education Sciences of the technological university in education UTE, makes a systematic review of the literature on the transition from notional thinking to conceptual thinking in natural sciences. The introduction contextualizes the importance of this process in teaching, highlighting how notional thinking, based on immediate experiences, evolves into conceptual thinking, structured and based on explanatory models. Key theories are addressed, such as Comprehensive Science Education and learning models, which highlight the need to design didactic strategies that facilitate this transition. The methodology used is based on a qualitative literature review, selecting relevant studies from scientific databases. Rigorous inclusion and exclusion criteria were established to ensure the validity of the information. Conceptual and methodological trends were analyzed, organizing the findings into systematization matrices that allowed the identification of recurrent patterns in science teaching. In the results and discussion, the difference between notional and conceptual thinking is examined, highlighting that the transition involves the restructuring of knowledge, the use of explanatory models and the development of causal reasoning. It is evident that traditional teaching based on memorization hinders this transition, while strategies such as modeling and problem-based learning favor deep understanding. The conclusions highlight the importance of implementing innovative approaches that promote conceptual thinking in natural sciences. In addition, the need to complement qualitative methodologies with experimental studies that evaluate the impact of didactic strategies on students' scientific cognition is emphasized.