El aprendizaje basado en la investigación en el contexto universitario: una revisión sistemática.

Lidia Esther Santana Vega; Arminda Suárez Perdomo; Luis Antonio Feliciano García

doi:10.22550/REP78-3-2020-08

Autores/as

Lidia Esther Santana Vega Universidad de La Laguna.
Arminda Suárez Perdomo Universidad de La Laguna.
Luis Antonio Feliciano García Universidad de La Laguna.

DOI:

https://doi.org/10.22550/REP78-3-2020-08

Palabras clave:

aprendizaje basado en la investigación, alumnado universitario, métodos de enseñanza, aprendizaje activo, revisión sistemática, PRISMA

Resumen

El aprendizaje basado en la investigación (ABI) es una metodología que potencia los aprendizajes mediante un proceso de construcción del conocimiento. La finalidad del estudio era conocer cómo se está aplicando el ABI y sus efectos en estudiantes universitarios de ciencias sociales y de la salud. El método para realizar la revisión sistemática ha seguido las directrices de la declaración PRISMA. Se analizaron un total de 31 estudios extraídos de cuatro bases de datos electrónicas y listas de referencias sobre el tópico, publicados en inglés entre 1998-2019. Los resultados mostraron como fortalezas del ABI: 1) la promoción del aprendizaje cooperativo; 2) el compromiso del alumnado en su autoaprendizaje; y, 3) el aumento de un pensamiento crítico. Entre sus debilidades se señalan: 1) la incapacidad de cubrir las expectativas de aprendizaje, y 2) las reticencias de las estructuras universitarias hacia el ABI. A partir de estos resultados se discute el valor del ABI como estrategia didáctica en la universidad, en la medida en que permite profundizar en la construcción del conocimiento, incrementar la motivación de aprendizaje, desarrollar las habilidades de investigación, el autoaprendizaje, la autoconfianza, el pensamiento crítico, y el rendimiento académico. El ABI favorece el aprendizaje significativo en el alumnado universitario al ofrecer un espacio de creación de conocimiento estimulado por el proceso de indagación.

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Biografía del autor/a

Lidia Esther Santana Vega, Universidad de La Laguna.

es Doctora en Filosofía y Ciencias de le Educación, y Licenciada en Psicología. Catedrática de Universidad adscrita al Departamento de Didáctica e Investigación Educativa de la Facultad de Educación de la Universidad de La Laguna. Coordinadora del grupo de investigación consolidado GIOES. Sus líneas de investigación se centran en la atención/apoyo al alumnado, los proyectos de vida de jóvenes en riesgo de exclusión social y la toma de decisiones y género. http://orcid.org/0000-0002-2543-6543

Arminda Suárez Perdomo, Universidad de La Laguna.

es Doctora en Psicología Evolutiva y Profesora del Departamento de Familia, Escuela y Sociedad de la Universidad Internacional de la Rioja (UNIR). Sus líneas de investigación se centran en el fomento de la parentalidad positiva en entornos virtuales de aprendizaje experiencial y en la competencia digital de padres y madres, así como en la influencia de la procrastinación en el rendimiento académico del alumnado universitario. https://orcid.org/0000-0002-6755-5284

Luis Antonio Feliciano García, Universidad de La Laguna.

es Doctor en Filosofía y Ciencias de la Educación, y Profesor Titular del Departamento de Didáctica e Investigación Educativa en la Facultad de Educación de la Universidad de La Laguna. Miembro del Grupo de Investigación GIOES. Su línea de investigación se centra en las metodologías activas y en la toma de decisiones académico-laborales. https://orcid.org/0000-0002-2909-4990

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