Question-based inquiry. an experience in research education

The present article introduces the central elements of the research and pedagogical innovation project entitled: “The Use of Questions as a Pedagogical Strategy in the Construction of Research Problems”, developed by the students of the ‘Rizoma’ research training group of the School of Psychopedagog...

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Autores:
Tipo de recurso:
http://purl.org/coar/resource_type/c_6555
Fecha de publicación:
2011
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/13294
Acceso en línea:
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1114
https://repositorio.uptc.edu.co/handle/001/13294
Palabra clave:
Professional education
competence development
researcher training
educational strategies
Formación de profesionales
Desarrollo de competencias
Formación de investigadores
Estrategias educativas.
Formation de professionnels
développement de compétences
formation de chercheurs
stratégies éducatives.
Formação de profissionais
desenvolvimento de competências
formação de pesquisadores
estratégias educacionais.
Rights
License
http://purl.org/coar/access_right/c_abf56
Description
Summary:The present article introduces the central elements of the research and pedagogical innovation project entitled: “The Use of Questions as a Pedagogical Strategy in the Construction of Research Problems”, developed by the students of the ‘Rizoma’ research training group of the School of Psychopedagogy, which began in the year 2009, and which forms part of the “Educational Innovations” research line of the Masters sin Education Program at UPTC. The question as strategy, pedagogy or didactics, becomes an educational option for the development of thinking processes, and contributes to an education that embraces uncertainty, in order to develop flexible thinking, as well as critical and creative attitudes towards knowledge. These qualities constitute the basis of all research tasks, and are fundamental in the education of professionals in the midst of the current, fast-moving and uncertain postmodern condition. Emerging from the students’ and teacher’s own voices, this article offers an account of this experience and characterizes the findings of this education and research work.