Enseñanza basada en la indagación para la formación de investigadores en educación superior: revisión sistemática
DOI:
https://doi.org/10.55040/yhr18f02Palabras clave:
enseñanza basada en la indagación, educación superior, formación de investigadores, práctica docente, desarrollo del profesorado, revisión sistemáticaResumen
La enseñanza basada en la indagación ha emergido como metodología eficaz para la formación de investigadores, promoviendo el desarrollo de habilidades analíticas y críticas al permitir a los estudiantes construir conocimiento de manera autónoma. Este estudio revisa literatura sobre dicha enseñanza en la educación superior, subrayando el rol del docente y las oportunidades de mejora. Mediante una revisión sistemática (PRISMA), se analizaron 14 estudios publicados del 2017 al 2024, resaltando prácticas docentes eficaces. Los resultados revelan que, aunque la enseñanza basada en la indagación fomenta el pensamiento crítico, enfrenta barreras como falta de capacitación docente y limitados recursos tecnológicos. Se sugiere implementar mejoras a través de mayor apoyo institucional.
Referencias
Appleton, & D. L. Hanuscin (Eds.), Handbook of research on science education (pp. 807–830). Routledge. https://doi.org/10.4324/9780203824696
Balogová, B., & Ješková, Z. (2018). Impact of inquiry activities in physics teaching on the level of students’ inquiry skills. Journal of Physics: Conference Series, 1076, 012021. https://doi.org/10.1088/1742-6596/1076/1/012021
Barquero, W. (2022). Análisis de PRISMA como metodología para revisión sistemática: Una aproximación general. Saúde Em Redes, 8(Suppl. 1), 339–360. https://doi.org/10.18310/2446-4813.2022v8nsup1p339-360
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning [White paper]. George Lucas Educational Foundation. http://files.eric.ed.gov/fulltext/ED539399.pdf
Bencze, J. L., & Alsop, S. (2009). School science inquiry. In W.-M. Roth & K. Tobin (Eds.), The world of science education: Handbook of research in North America (pp. 27–47). Sense Publishers. https://doi.org/10.1163/9789087907471_005
Berie, Z., Damtie, D., & Bogale, Y. (2022). Inquiry-based learning in science education: A content analysis of research papers in Ethiopia (2010–2021). Education Research International, 2022, 1–10. https://doi.org/10.1155/2022/6329643
Bernal, L., Insabella, R., López, J., Perez, G., Sanchez, P., Tesolin, H. y Szigety, E. (2023). El experimento de Michelson y Morley en versión acústica, un trabajo de laboratorio de física universitaria basado en aprendizaje por indagación. Revista Eureka sobre Enseñanza y Divulgación de la Ciencia 20(1), 12300–12318. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2023.v20.i1.1203
Bjælde, O. E., & Lindberg, A. B. (2018). Using continuous assessment with feedback loops to generate useful data for learning analytics. In Proceedings of ASCILITE 2018: 35th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education – Open oceans: Learning without borders (pp. 53-62). https://doi.org/10.14742/apubs.2018.1928
Boğar, Y. (2018). Literature Review on Inquiry-Based Learning in Science Education. International Journal of Science and Education, 1(2), 91–118. https://dergipark.org.tr/tr/download/article-file/670234
Bybee, R. (2014). Guest editorial: The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10–13. https://education.sdsu.edu/dle/current-students/05329-5e_instructional_model-r-bybee.pdf
Campo, E., Franco, L., & Cardoso, P. (2024). Inquiry-based science teaching and socioscientific issues in the classroom: Connections based on the analysis of epistemic practices. Revista Brasileira de Pesquisa em Educação em Ciências, 24, e51371, 1–29. https://doi.org/10.28976/1984-2686rbpec2024u125153
Carrillo-de-la-Peña, M., & Pérez, J. (2012). Continuous assessment improved academic achievement and satisfaction of psychology students in Spain. Teaching of Psychology, 39(1), 45–47. https://doi.org/10.1177/0098628311430312
Elmarzouqi, N., Garcia, E., & Lapayre, J. C. (2007). ACCM: A new architecture model for CSCW. In Proceedings of the 2007 11th International Conference on Computer Supported Cooperative Work in Design (CSCWD) (pp. 763–768). https://doi.org/10.1109/CSCWD.2007.4281415
Fan, J. Y., & Ye, J. H. (2022). The effectiveness of inquiry and practice during project design courses at a technology university. Frontiers in Psychology, 13, 859164. https://doi.org/10.3389/fpsyg.2022.859164
Garritz, A. (2006). Naturaleza de la ciencia e indagación: Cuestiones fundamentales para la educación científica del ciudadano. Revista Iberoamericana de Educación, 42, 1–16. https://doi.org/10.35362/rie420765
Gentil, P. B. D. F., Campos, M. L. M., & Borges, M. R. S. (2014). Construction and evaluation of a collaboration observation model. In A. Ochoa, J. Bravo, & R. Silveira (Eds.), Collaboration and technology: 20th International Conference, CRIWG 2014, Santiago, Chile, September 7–10, 2014, Proceedings (Lecture Notes in Computer Science, Vol. 8658, pp. 27–42). Springer. https://doi.org/10.1007/978-3-319-10166-8_3
Greca, I., Meneses, J., & Díez, M. (2017). La formación en ciencias de los estudiantes del grado en maestro de Educación Primaria. Revista Electrónica de Enseñanza de las Ciencias, 16(2), 231–256. https://reec.uvigo.es/volumenes/volumen16/REEC_16_2_8.pdf
Gutiérrez, S. B. (2015). Collaborative professional learning through lesson study: Identifying the challenges of inquiry-based teaching. Issues in Educational Research, 25(2), 118–134. https://www.iier.org.au/iier25/gutierez.pdf
Hamadache, K., & Lancieri, L. (2009). Role-based collaboration extended to pervasive computing. In 2009 International Conference on Intelligent Networking and Collaborative Systems (INCoS) (pp. 345–350). IEEE. https://doi.org/10.1109/INCOS.2009.45
Hirsh, Å., Nilholm, C., Roman, H., Forsberg, E., & Sundberg, D. (2022). Reviews of teaching methods – Which fundamental issues are identified? Education Inquiry, 13(1), 1–20. https://doi.org/10.1080/20004508.2020.1839232
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Hu, S. G., Wang, W. Y., Wang, X. X., & Yin, Y. M. (2024). Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: An extension of technology acceptance model. Frontiers in Psychology, 15, 1265047. https://doi.org/10.3389/fpsyg.2024.1265047
Iglesias, P., & Tejada, J. (2024). Practice as research through inquiry-based learning: A pedagogical intervention with music students in higher education. Education Sciences, 14, 738. https://doi.org/10.3390/educsci14070738
Irwanto, I., Saputro, A., Rohaeti, E., & Prodjosantoso, A. (2019). Using inquiry-based laboratory instruction to improve critical thinking and scientific process skills among preservice elementary teachers. Eurasian Journal of Educational Research, 2019(80), 137–156. https://dergipark.org.tr/en/download/article-file/687520
Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9), 898–921. https://doi.org/10.1002/tea.10115
Lathigara, A., Tanna, P., & Bhatt, N. (2021). Activity based programming learning. Journal of Engineering Education Transformations, 34(Special Issue), 21–24. https://doi.org/10.16920/jeet/2021/v34i0/157202
Lestari, N., Hariyono, E., Dwikoranto, D., Prahani, B., & Deta, U. (2022). Project-based inquiry-science: An innovative learning for thinking, teaching and assessing science-physics. Momentum: Physics Education Journal, 6(1), 86–92. https://doi.org/10.21067/mpej.v6i1.6254
Lin, J. L., Lin, D. M., Cheng, Y. P., & Kang, Z. K. (2023). Inquiry-based teaching approach to improve physics preservice teachers’ professional competence: University social responsibility project for place-based education in rural areas. Journal of Research in Education Sciences, 68(3), 33–62. https://doi.org/10.6209/jories.202309_68(3).0002
Mello, P., Natale, C., Trivelato, S., Marzin-Janvier, P., Vieira, L., & Manzoni-de-Almeida, D. (2019). Exploring the inquiry-based learning structure to promote scientific culture in the classrooms of higher education sciences. Biochemistry and Molecular Biology Education, 47(6), 672–680. https://doi.org/10.1002/bmb.21301
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. https://doi.org/10.1002/tea.20347
Moreno, B., Muñoz, M., Cuellar, J., Domancic, S., & Villanueva, J. (2018). Revisiones sistemáticas: Definición y nociones básicas. Revista Clínica de Periodoncia, Implantología y Rehabilitación Oral, 11(3), 215–217. https://doi.org/10.4067/S0719-01072018000300184
Muhamad, N., Mat, M., Kamarudin, M., & Syed, S. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
Nzomo, C., Rugano, P., Njoroge Mungai, J., & Gitonga Muriithi, C. (2023). Inquiry-based learning and students’ self-efficacy in chemistry among secondary schools in Kenya. Heliyon, 9(1), e12672. https://doi.org/10.1016/j.heliyon.2022.e12672
Page, M. J., & Moher, D. (2017). Evaluations of the uptake and impact of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and extensions: A scoping review. Systematic Reviews, 6(1), 263. https://doi.org/10.1186/s13643-017-0663-8
Page, M. J., Altman, D. G., Shamseer, L., McKenzie, J. E., Ahmadzai, N., Wolfe, D., Yazdi, F., Catalá-López, F., Tricco, A. C., & Moher, D. (2018). Reproducible research practices are underused in systematic reviews of biomedical interventions. Journal of Clinical Epidemiology, 94, 8–18. https://doi.org/10.1016/j.jclinepi.2017.10.017
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., & Moher, D. (2020). Mapping of reporting guidance for systematic reviews and meta-analyses generated a comprehensive item bank for future reporting guidelines. Journal of Clinical Epidemiology, 118, 60–68. https://doi.org/10.1016/j.jclinepi.2019.11.010
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: Development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003
Page, M. J., Shamseer, L., Altman, D. G., Tetzlaff, J. M., Sampson, M., Tricco, A. C., Catalá-López, F., Li, L., Reid, E. K., Sarkis-Onofre, R., & Moher, D. (2016). Epidemiology and reporting characteristics of systematic reviews of biomedical research: A cross-sectional study. PLOS Medicine, 13(5), e1002028. https://doi.org/10.1371/journal.pmed.1002028
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Pellika, A., Lutovac, S., & Kaasila, R. (2021). Relationships between pre-service primary teachers’ beliefs, understandings, and planning of inquiry-based teaching in biology education. Nordic Studies in Science Education, 17(3), 307–320. https://doi.org/10.5617/nordina.7854
Psaila, G. (2005). An HTTP-based distributed architecture supporting dynamic cooperation processes. In Proceedings of the 16th International Workshop on Database and Expert Systems Applications (DEXA 2005) (pp. 307–311). IEEE. https://doi.org/10.1109/DEXA.2005.47
Retana-Alvarado, D., De las Heras Pérez, M., Vázquez-Bernal, B., & Jiménez-Pérez, R. (2023). El cambio en las emociones de futuros maestros en la interacción con una enseñanza de las ciencias basada en indagación. Tecné, Episteme y Didaxis: TED, 53, 139–161. https://doi.org/10.17227/ted.num53-13772
Rodríguez, G., Pérez, N., Núñez, G., Baños, J., & Carrió, M. (2019). Developing creative and research skills through an open and interprofessional inquiry-based learning course. BMC Medical Education, 19, 134. https://doi.org/10.1186/s12909-019-1563-5
Santana-Vega, L., Suárez-Perdomo, A., & Feliciano-García, L. (2020). Inquiry-based learning in the university context: A systematic review. Revista Española de Pedagogía, 78(277), 519–537. https://doi.org/10.22550/REP78-3-2020-08
Serradilla, N. (2023). Las metodologías activas en la enseñanza de las ciencias: Una revisión sistemática (2013–2022) [Tesis de grado, Universidad de Burgos]. Repositorio Institucional de la Universidad de Burgos. https://riubu.ubu.es/handle/10259/7853
Torres-Toukoumidis, A., Caldeiro-Pedreira, M., & Mäeots, M. (2020). Aprendizaje basado en la indagación en el contexto educativo español. Luz, 19(3), 9–25. https://www.redalyc.org/articulo.oa?id=589165783001
Urdanivia, D., Talavera-Mendoza, F., Rucano, F., Cayani, K., & Machaca, R. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers in Education, 8, 1170487. https://doi.org/10.3389/feduc.2023.1170487
Verma, S., Yacob, M. S., & Kirpalani, A. (2022). Outcomes of inquiry-based learning in health professions education: A scoping review. Canadian Medical Education Journal, 14(2), 84–97. https://doi.org/10.36834/cmej.75144
Voet, M., & De Wever, B. (2019). Teachers’ adoption of inquiry-based learning activities: The importance of beliefs about education, the self, and the context. Journal of Teacher Education, 70(5), 423–440. https://doi.org/10.1177/0022487117751399
Wei, J. H., Chuang, H. H., & Smith, T. J. (2022). The relationship between a school culture’s openness to creative solutions and inquiry-based teaching practices. Journal of Creative Behavior, 56(3), 513–524. https://doi.org/10.1002/jocb.535
Westermeyer, M., & Osses, S. (2021). Aprendizaje de las ciencias basado en la indagación y en la contextualización cultural. Revista de Estudios y Experiencias en Educación, 20(42), 73–86. https://www.scielo.cl/pdf/rexe/v20n42/0718-5162-rexe-20-42-73.pdf
Yánez-Pérez, I., Toma, R. B., & Meneses-Villagrá, J. Á. (2024). The IndagApp mobile app: An inquiry-based science teaching resource: Usability evaluation with pre-service teachers. Journal of New Approaches in Educational Research, 13, Article 7. https://doi.org/10.1007/s44322-024-00008-7
Zárate-Moedano, R., Canchola-Magdaleno, S. L., & Suárez-Medellín, J. (2022). Estrategias didácticas y tecnología utilizada en la enseñanza de las ciencias: Una revisión sistemática. IE Revista de Investigación Educativa de la REDIECH, 13, e1396. https://doi.org/10.33010/ie_rie_rediech.v13i0.1396
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Mónica Gallegos Alvarado, Cristina Ochoa-Estrada, Froylán Ceballos Herrera, Dolores Vélez Jiménez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
https://creativecommons.org/licenses/by-nc-nd/4.0
https://creativecommons.org/licenses/by-nc-nd/4.0/ 