IDENTIFYING CAUSAL RELATIONSHIPS IN PROBLEMATIC PEDAGOGICAL SITUATIONS: TEACHING THE GENERATION AND TESTING OF ALTERNATIVE HYPOTHESES
This article develops a methodology for teaching causal analysis of pedagogical situations. It aims to connect alternative hypotheses, discriminating evidence, and pedagogical decisions. Purposive literature analysis, conceptual synthesis, and instructional modelling were applied. A seven-stage cycle, a hypothesis-testing matrix, and a six-criterion rubric are proposed. The methodology is theoretically grounded; its effectiveness requires empirical validation.
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