Formative research in teaching-learning of graduate students in higher education institutions - Case Peru

Abstract

:e20170401Among the missions and functions of higher education, article 1, the World Conference on Higher Education reaffirms the generation of knowledge through research and encourages learning; as well as provide appropriate technical skills to contribute to the cultural, social and economic development of societies and to the development of scientific and technological research, 1 but in order for a person to have the capacity to produce permanent knowledge and learning, are required skills, abilities and attitudes for the research.In the context of Latin America, specifically in Colombia, the National Accreditation Council ("NAC") started talking about formative research in the second half of the 1990s as the research which is done between students and teachers in the process of developing a program's curriculum and which is distinguishing of the dynamics of the relationship with knowledge that must exist in all academic processes, both in the students' learning and in the renewal of the pedagogical practice by the teachers. 2The formative research is defined as a tool of the teaching and learning process; and its purpose is to disseminate existing information and encourage the student to incorporate it as knowledge (learning). It can also be defined as teaching through research or teaching using the research method, 3 constituting itself as a pedagogical strategy of character teaching for the development of the curriculum.According to Elliot 4 (cited by Cerda, 2007) for the development of classroom training research, there must be objective conditions in the educational institution, as a flexible, open and dynamic curriculum that accepts a diversity of skills, rhythms, cultural values, interests and demands which allow the articulation between the investigative and educational tasks and the development of the students.Stenhouse 5 proposes that the curriculum be the means by which the teacher can learn its art; can acquire knowledge and can test ideas and experience in practice, that allow one to improve the quality of teaching. In this sense, the curriculum is the tool that conditions the exercise of such experimentation in which the teacher becomes a researcher in the classroom of its own teaching experience; which has high power to influence in practice and to change obsolete educational models. This is due to the fact that it is built on teachers' real knowledge, since they address real concerns about complex hidden processes of classroom routine and because they constitute a natural process of evaluation as a research tool.The Universidad Católica los Ángeles de Chimbote (ULADECH Catholic) promotes within its didactic model the development of activities of formative research, which is based on the Institutional Educational Project, which conceives the formative research as a cross-curricular axis, since the education is a process of socialization through which research is inherent in the life of the human being. It is expressed through the insertion of pedagogical activities related to the contents of t...

Investigación formativa como estrategias de enseñanza-aprendizaje

“…En este orden de ideas García et al (2018) igualmente sostiene que la investigación formativa tiene efectos positivos en el desarrollo de habilidades comunicativas e investigativas; con la propuesta de que la investigación formativa debe convertirse en un eje transversal y una actividad permanente y gradual en la formación universitaria. En relación al uso de estrategia para la enseñanza de la investigación encontramos que prima el Aprendizaje basado en problemas (Apaza Tapia, 2022;Cruz-Vargas & Bambaren, 2017) y Aprendizaje colaborativo, cooperativo con enfoque socioformativo o trabajo en la comunidad (Fernández-Rio et al, 2022;Rojas Zúñiha, 2021;Yon Acosta, 2020), seguidos de las monografías investigativas (Guzmán & Ly, 2017), el aprendizaje por descubrimiento (Mamani Vásquez, 2021), y la formación de semilleros de investigación (Dilas-Jiménez, 2020); estrategias de enseñanza caracterizadas por un trabajo de asesoría, orientación, tutoría y acompañamiento por parte del docente hacia el trabajo en los estudiantes, que no solo permite una mejor realización del trabajo, sino un mejor desarrollo de competencias y habilidades, una relación más cercana y productiva entre ambas partes durante los procesos de enseñanza-aprendizaje (Hernández et al, 2021). Ideas coincidentes con Álvarez ( 2019), quien sostiene que el uso de las estrategias de enseñanza aprendizaje contribuirá al desarrollo de las competencias investigativas fundamentales para mejorar el desempeño en las áreas investigativas.…”