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

• Pablo Ruisoto ^[1] ; Israel Contador ^[2] ; Esperanza Quintero ^[3] ; Juan Carlos López-García ^[3] ; Beatriz Álvarez-Díaz ^[4] ; Raúl Cacho ^[1] ; Bernardino Fernández-Calvo ^[5]
  1. [1] Universidad Pública de Navarra

     Universidad Pública de Navarra

     Pamplona, España

     
  2. [2] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
  3. [3] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  4. [4] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  5. [5] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     

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• Localización: Papeles del psicólogo, ISSN-e 1886-1415, ISSN 0214-7823, Vol. 45, Nº. 3, 2024 (Ejemplar dedicado a: LA PSICOLOGÍA FORENSE EN ESPAÑA), págs. 155-163
• Idioma: inglés
• Títulos paralelos:
  • Anatomía de las Innovaciones Docentes Basadas en el Aprendizaje por Descubrimiento en la Educación Superior
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    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

  • English

    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 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

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