Sinergias cognitivas en bachillerato, articulación del pensamiento lógico-crítico desde lengua y literatura y ciencias naturales

Fernando Raul Zurita-Barragan; Nancy Patricia Silva-Uvidia; Moraima Janeth Zurita-Barragán; Luz Marina Zúñiga-Rodríguez

Authors

Zurita-Barragan Fernando Raul Unidad Educativa Miguel Ángel León Pontón. Ecuador. https://orcid.org/0009-0002-9168-9933
Silva-Uvidia Nancy Patricia Unidad Educativa Miguel Ángel León Pontón. Ecuador. https://orcid.org/0009-0004-7976-4368
Zurita-Barragán Moraima Janeth Unidad Educativa Miguel Ángel León Pontón. Ecuador. https://orcid.org/0009-0003-5260-3874
Zúñiga-Rodríguez Luz Marina Unidad Educativa Miguel Ángel León Pontón. Ecuador. https://orcid.org/0009-0003-7805-3938

Keywords:

Logical–critical thinking, Interdisciplinarity, Reading comprehension

Abstract

DOI: https://doi.org/10.46296/rc.v8i16.0348

ABSTRACT

Logical–critical thinking constitutes an essential competence for academic performance and the transition to higher education. However, its development remains limited when addressed from isolated disciplinary approaches. This study examines the interaction between logical reasoning processes and the critical skills that emerge within the areas of Language and Literature and Natural Sciences, under an interdisciplinary approach aimed at strengthening higher-order cognitive learning in third-year high school students. A quantitative correlational design was applied in two educational institutions in Riobamba—the Miguel Ángel León Pontón Educational Unit and the Riobamba Educational Unit—with a population of 268 students during the 2025–2026 academic period. A structured questionnaire, validated through expert judgment and with a Cronbach’s Alpha reliability coefficient of .89, was used. Statistical analysis was conducted using correlation techniques and descriptive statistics. Significant relationships were identified among reading comprehension, scientific interpretation, sequential reasoning, and critical argumentation. The data demonstrate that methodological articulation between both areas contributes to a more robust development of logical–critical thinking, enhancing the capacity for analysis, evaluation of evidence, and problem-solving. Consequently, interdisciplinary integration between Language and Literature and Natural Sciences has a positive effect on the activation of higher-order cognitive skills. Thus, the study provides a theoretical–practical framework for the design of interdisciplinary pedagogical proposals that can be replicated in Ecuadorian high school education, aimed at improving academic performance and critical thinking.

Keywords: Logical–critical thinking, Interdisciplinarity, Reading comprehension.

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