Anatomy of educational innovations based on learning by discovery in higher education
| dc.contributor.author | Ruisoto Palomera, Pablo | |
| dc.contributor.author | Contador Castillo, Israel | |
| dc.contributor.author | Quintero, Esperanza | |
| dc.contributor.author | López-García, Juan Carlos | |
| dc.contributor.author | Álvarez-Díaz, Beatriz | |
| dc.contributor.author | Cacho Fernández, Raúl | |
| dc.contributor.author | Fernández-Calvo, Bernardino | |
| dc.contributor.department | Ciencias de la Salud | es_ES |
| dc.contributor.department | Osasun Zientziak | eu |
| dc.contributor.department | Institute for Advanced Social Research - ICOMMUNITAS | en |
| dc.date.accessioned | 2024-11-28T11:41:01Z | |
| dc.date.available | 2024-11-28T11:41:01Z | |
| dc.date.issued | 2024 | |
| dc.date.updated | 2024-11-28T11:29:36Z | |
| dc.description.abstract | El objetivo de este trabajo es examinar las innovaciones docentes derivadas del Plan Bolonia, centrando la atención en el aprendizaje basado en problemas y la gamificación, que resaltan la importancia del aprendizaje por descubrimiento o autónomo. Se analizan metaanálisis y artículos prominentes en ¿Education¿ and ¿Educational Research¿ de los últimos 5 años. Utilizando un símil biomédico, se identifican los principios activos de las innovaciones basadas en aprendizaje por descubrimiento, destacando la subordinación de contenidos teóricos a competencias prácticas y la ruptura del binomio docente-estudiante. Se señalan efectos adversos como la devaluación de clases magistrales, desacreditación de la autoridad docente y la infantilización de estudiantes. Diferentes estudios indican que la eficacia del aprendizaje por descubrimiento en la educación superior es débil e inconsistente. Por tanto, se aboga por la prudencia en su implementación y la preservación de la función social universitaria para transmitir conocimiento a niveles superiores. | es_ES |
| dc.description.abstract | This study examines the teaching innovations resulting from the Bologna Process, focusing on problem-based learning and gamification, both of which emphasize the importance of autonomous learning. It reviews metaanalyses and prominent articles in the field of education and educational research from the last 5 years. Using a biomedical analogy, it identifies the active principles of discovery-based learning innovations, highlighting the subordination of theoretical content to practical skills and the disruption of the teacher-student dichotomy. Adverse effects are noted, such as the devaluation of lectures, the discrediting of teacher authority, and the infantilization of students. The effectiveness of discovery-based learning in higher education is considered weak and inconsistent, and caution is advised in its implementation, together with the preservation of the university’s social function of transmitting knowledge at advanced levels. | en |
| dc.description.sponsorship | P.R. was funded by the European Union - "NextGenerationEU", Call for grants for the Recalibration of the Spanish University System for 2021-2023 at the Public University of Navarra (Resolution 1402/2021). B. F.-C. was supported by Beatriz Galindo Senior Spanish Grant, Award Number: BEAGAL18/00006. | |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Ruisoto, P., Contador, I., Quintero, E., López-García, J. C., Álvarez-Díaz, B., Cacho, R., Fernández-Calvo, B. (2024). Anatomy of educational innovations based on learning by discovery in higher education. Papeles del Psicólogo, 45(3), 155-163. https://doi.org/10.23923/pap.psicol.3044. | |
| dc.identifier.doi | 10.23923/pap.psicol.3044 | |
| dc.identifier.issn | 0214-7823 | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/52621 | |
| dc.language.iso | eng | |
| dc.publisher | Consejo General de la Psicología de España | |
| dc.relation.ispartof | Papeles del Psicólogo (2024), vol. 45, núm. 3 | |
| dc.relation.publisherversion | https://doi.org/10.23923/pap.psicol.3044 | |
| dc.rights | Con permiso del editor. | |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.subject | Educación superior | es_ES |
| dc.subject | Innovación pedagógica | es_ES |
| dc.subject | Teoría carga cognitiva | es_ES |
| dc.subject | Higher education | en |
| dc.subject | Educational innovation | en |
| dc.subject | Cognitive load theory | en |
| dc.title | Anatomy of educational innovations based on learning by discovery in higher education | en |
| dc.title.alternative | Anatomía de las innovaciones docentes basadas en el aprendizaje por descubrimiento en la educación superior | es_ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/publishedVersion | |
| dspace.entity.type | Publication | |
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