Anatomy of Educational Innovations Based on Learning by Discovery in Higher Education

  1. Pablo Ruisoto 1
  2. Israel Contador 2
  3. Esperanza Quintero 3
  4. Juan Carlos López-García 3
  5. Beatriz Álvarez-Díaz 4
  6. Raúl Cacho 1
  7. Bernardino Fernández-Calvo 5
  1. 1 Universidad Pública de Navarra
    info

    Universidad Pública de Navarra

    Pamplona, España

    ROR https://ror.org/02z0cah89

  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  3. 3 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  4. 4 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  5. 5 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

Journal:
Papeles del psicólogo

ISSN: 0214-7823 1886-1415

Year of publication: 2024

Issue Title: LA PSICOLOGÍA FORENSE EN ESPAÑA

Volume: 45

Issue: 3

Pages: 155-163

Type: Article

More publications in: Papeles del psicólogo

Sustainable development goals

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

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