Evaluation of research on the Knowledge Building pedagogy: a mixed methodological approach

• Gutiérrez-Braojos, Calixto ^[1] ; Montejo Gámez, Jesús ^[1] ; Poza Vílches, Fátima ^[1] ; Marín-Jiménez, Ana ^[1]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: Relieve: Revista ELectrónica de Investigación y EValuación Educativa, ISSN-e 1134-4032, Vol. 26, Nº. 1, 2020 (Ejemplar dedicado a: Monográfico: Evaluación en la Educación Superior)
• Idioma: inglés
• DOI: 10.7203/relieve.26.1.16671
• Títulos paralelos:
  • Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    La Construcción de Conocimiento (CC) es un marco teórico que promueve la indagación colectiva para resolver problemas del conocimiento relevantes en una comunidad educativa. Hay un número cada vez mayor de autores que buscan los beneficios de este enfoque, por lo que se necesita una visión general de las tendencias de la investigación. El objetivo de este estudio es proporcionar el estado del arte relacionado con la producción de investigación sobre la pedagogía de la Construcción de Conocimiento, incluidas las tendencias y temas relevantes. En este estudio se aplicó un diseño explicativo secuencial que combina los enfoques cuantitativos (análisis cienciométrico) y cualitativos (revisión sistemática). La muestra se seleccionó de las producciones más recientes publicadas en revistas indexadas en la base de datos Web of Science. El análisis cienciométrico muestra una dinámica de publicación típica de un campo de investigación emergente. En la fase cualitativa, el análisis revela las tendencias de investigación sobre la creación de conocimiento, así como los beneficios de ponerlo en práctica en una amplia gama de contextos, exponiendo que la tecnología es un componente relevante del aprendizaje basado en la pedagogía. Estos beneficios se refieren principalmente a la profundidad de pensamiento de los individuos y las habilidades de colaboración dentro de entornos de aprendizaje sostenidos por computadora.

  • English

    Knowledge Building (KB) is a theoretical framework that promotes collective inquiry through the resolution of knowledge problems that are relevant for certain educational community. There is an increasing number of authors looking into benefits of this approach, thus an overview of the trends of research is needed. The aim of this study is to provide the state of the art concerning the research production on Knowledge Building pedagogy including trends and relevant issues. In this study a sequential explanatory design was applied. Both quantitative (scientometric analysis) and qualitative (systematic review) approaches were applied. The sample was selected from the most recent productions published in journals indexed in the Web of Science database. The scientometric analysis shows a publishing dynamics typical of an up and coming research field. In the qualitative phase, analysis reveals research trends on Knowledge Building as well as the benefits of putting it into practice in a wide range of contexts, exposing that technology is a relevant component of learning based on the pedagogy. These benefits mainly regard to individuals' depth of thinking and collaboration skills within computer supported environments

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