El aprendizaje por indagación: ¿existen suficientes evidencias sobre sus beneficios en la enseñanza de las ciencias?
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- Marta Romero-Ariza (ES) Universidad de Jaén
Abstract
El objetivo de este artículo es reflexionar sobre los efectos y el potencial de la indagación en el aprendizaje de las ciencias. Se presta especial atención al tamaño del efecto calculado a través de meta-análisis, que revisan centenares de investigaciones publicadas en las últimas décadas. Los resultados se discuten tomando como referencia los actuales desafíos asociados a la alfabetización científica, las pruebas PISA y la necesidad de una enseñanza de las ciencias más relevante y significativa. En línea con recientes trabajos que reivindican una re-conceptualización de esta metodología de enseñanza, el foco de discusión se desplaza hacia qué tipo de tareas de indagación son las que realmente potencian el aprendizaje del alumnado, con las consiguientes implicaciones para la práctica y la investigación en Didáctica de las Ciencias.
Palabras clave: Indagación; Modelización; Argumentación; Alfabetización científica; PISA
Inquiry-Based Learning: is there enough evidence of its benefits in science education?
The aim of this paper is to reflect on the effects and potential of inquiry on science learning. Special attention is paid to the size effect coming out from meta-analysis reviewing hundreds of research works published in the last decades. Outcomes are discussed in the light of current challenges related to scientific literacy, PISA and the need to provide a more relevant and meaningful science education. In line with recent works claiming for a reconceptualization of this pedagogy, we shift the discussion to what kind of inquiry activities are those having a bigger effect on students’ learning, drawing some implications for research and practice in science education.
Keywords: Inquiry; Modelling; Argumentation; Scientific Literacy; PISA
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