Investigar para aprender: el diseño metodológico y el análisis de datos como experiencias formativas
DOI:
https://doi.org/10.23857/dc.v12i1.4707Palabras clave:
Aprendizaje basado en la investigación, coherencia metodológica, conocimientos estadísticos, alineación con el diseño de la investigación, educación superiorResumen
El estudio analizó cómo el diseño metodológico y el análisis de datos se configuraron como experiencias formativas articuladas que potenciaron el aprendizaje investigativo en educación superior. Se desarrolló un estudio mixto, de alcance descriptivo-correlacional y diseño no experimental transversal, con una muestra de 90 estudiantes universitarios que elaboraban proyectos académicos. Se aplicó una rúbrica de coherencia metodológica y una escala de percepción de aprendizaje investigativo. Los datos fueron analizados mediante estadística descriptiva, correlación de Pearson y análisis cualitativo complementario.
Los resultados mostraron niveles predominantemente medios de coherencia metodológica, con mayores fortalezas en la formulación del problema y debilidades en la interpretación de resultados. Se identificaron correlaciones positivas y significativas entre coherencia metodológica y aprendizaje investigativo, particularmente en pensamiento crítico y comprensión metodológica. Los hallazgos sugirieron la necesidad de integrar curricularmente metodología y análisis estadístico, así como implementar evaluaciones basadas en coherencia investigativa. El estudio propuso el Modelo de Articulación Método–Datos (MAME), que integró coherencia epistemológica, consistencia metodológica, pertinencia analítica e impacto formativo como dimensiones interdependientes del aprendizaje investigativo.
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Derechos de autor 2026 Andrea Carolina Benítez Barro
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