Lorena Quintero-Gámez
Biographic Data
| ID | 6750341 |
|---|---|
| NAME | Lorena Quintero-Gámez |
| GIVEN NAMES | Lorena |
| FAMILY NAME | Quintero-Gámez |
| SIGNATURE | QUINTERO-GÁMEZ L |
| AFFILIATIONS | Institute for the Future |
| ORCID | 0000-0002-8220-6891 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Maicc model
As traditional education systems struggle to keep up with technological advances, incorporating open science into Education 5.0 is critical to addressing student skills gaps. In this study, the MAICC model is introduced, a tool designed to foster complex thinking in higher education students through the evaluation of citizen science projects. It integrates research-based learning and service learning, and helps develop critical and reflective ski…
Exploring Complex Thinking in Latin American Universities
Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs…
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Maicc model
As traditional education systems struggle to keep up with technological advances, incorporating open science into Education 5.0 is critical to addressing student skills gaps. In this study, the MAICC model is introduced, a tool designed to foster complex thinking in higher education students through the evaluation of citizen science projects. It integrates research-based learning and service learning, and helps develop critical and reflective ski…
Exploring Complex Thinking in Latin American Universities
Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Citizen science (1 work) · Computer Science (1 work) · Critical thinking (1 work) · Educational Research and Science Teaching (1 work) · Engineering (1 work) · Engineering ethics (1 work)