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Teorías y marcos teóricos en investigación en educación en informática: Un análisis de uso en JENUI

  • Autores: Alberto Gómez Mancha, María Jesús Marco Galindo Árbol académico, Julià Minguillón Árbol académico
  • Localización: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI), ISSN 2531-0607, Nº. 9 (Actas de las XXX Jornadas sobre Enseñanza Universitaria de la Informática (La Coruña, 19, 20 y 21 de), 2024, págs. 223-232
  • Idioma: español
  • Enlaces
  • Resumen
    • español

      En los últimos años, han aumentado los congresos y revistas internacionales de investigación en educación en informática que exigen la especificación del marco teórico y las teorías de referencia que se han usado como base de los estudios publicados. La realidad es que muchos estudios se limitan a revisar los trabajos relacionados sobre el tema que tratan sin profundizar ni relacionar sus conclusiones con los resultados esperados según la literatura. En este trabajo se presenta una revisión del estado de la cuestión sobre el uso de teorías y marcos teóricos en la investigación en educación en informática y unas definiciones de conceptos que, muchas veces, se prestan a confusión. Además, se realiza un análisis de contenido de las actas de las tres últimas ediciones de las Jornadas de Enseñanza Universitaria de la Informática (JENUI) para mostrar el uso que se hace de las teorías educativas en el desarrollo de las investigaciones y experiencias publicadas. Es importante que el profesorado conozca y utilice las teorías educativas para centrar y validar su investigación, aunque nuestra área puede desarrollar otras formas de justificar las experiencias.

    • English

      In recent years, there has been a surge in international conferences and journals dedicated to the exploration of research in computer science education. This trend underscores the necessity for explicit specification of the theoretical framework and reference theories underpinning the published studies. However, a prevalent observation is that many studies merely skim the surface of related literature without delving into deeper analysis or establishing connections between their findings and the existing theoretical landscape. This paper endeavors to present an overview of the current landscape regarding the use of theories and theoretical frameworks in computer science education research. It aims to clarify concepts that often engender confusion. Furthermore, a content analysis of the proceedings from the last three editions of the Jornadas de Enseñanza Universitaria de la Informática (JENUI) is conducted to exemplify the application of educational theories in published research and experiences. It is imperative for educators to familiarize themselves with and employ educational theories to both guide and substantiate their research. However, our field has the potential to explore alternative methodologies for justifying educational experiences.

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