Los métodos mixtos en la investigación en educación: hacia un uso reflexivo

Moscoso, Javier Nunez

doi:10.1590/198053143763

Cited by 57 publications

(37 citation statements)

References 12 publications

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“…This study is part of a basic type of research, which aims to investigate a given reality, without seeking to apply the results to practical problems (McMillan and Schumacher, 2005). In terms of research design, it has a mixed methodological approach, also known as "multi-method", "multi-strategy", or "mixed methodology" (Bryman, 2006;Núñez, 2017), given that it combines quantitative and qualitative analyses. In this case, according to Teddlie and Tashakkori's (2006) classification, the design can be framed in a simultaneous design-also known as simultaneous triangulation (Morse, 1991)-or in a triangulation typology (Creswell and Plano, 2007, p. 77), where the two different methods are used to obtain triangulated results about a single topic.…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the other hand, a qualitative design was integrated through an open questionnaire (Núñez, 2017), organized in several questions designed to collect information in an unstructured way about the same phenomenon. In this sense, although it is true that the questionnaires are used for quantitative purposes, the qualitative researcher also finds in this technique a useful and valuable instrument for data collection (Pourtois and Desmet, 1988;Jansen, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

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Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Fuente

Sainz

Pérez

2020

Humanit Soc Sci Commun

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Recently, heritage education has undergone significant development, consolidating itself as a scientific discipline in the last two decades. In this sense, it is a key element for teaching history and training social and civic skills. However, in Spanish school contexts the presence of heritage in connection with historical education is currently scarce and anecdotal. Transforming this situation necessarily involves knowing the opinion of future Secondary Education teachers about the possibilities that they grant to heritage to develop historical thinking. Only in this way it is possible to detect the needs that future teachers show to intervene in them and improve training processes at the university. Therefore, this paper analyses the perceptions of heritage in future secondary education teachers at three Spanish universities (Malaga, Almeria, and Murcia), with a total sample of 112 participants (n = 112). It combines a quantitative study using a Likert scale questionnaire, with a qualitative one, by means of a series of open questions about the participants’ perceptions of teaching methodologies and didactic resources. This allows some striking conclusions to be drawn, as well as certain contradictions that allude to the gap between the hegemonic forms of teaching that they have known as students, and those that they would like to develop when they enter teaching. These trainee teachers attach great importance to the use of tangible and intangible heritage to teach history and make it an attractive subject. They also show great interest in local history, museums, and new technologies. All of this is rarely used in the teaching of history in Spain at the Secondary Education stage, and therefore is a deficiency that future teachers recognize needs addressing. The teaching of heritage should promote a greater role for students, making them builders of their own learning. This means acquiring not only concepts, but above all skills and civic values, based on the study of heritage.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Fuente

Sainz

Pérez

2020

Humanit Soc Sci Commun

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“…Se desarrolla un diseño de investigación mixto, combinando las miradas cuantitativas y cualitativas en la etapa empírica del estudio (Núñez, 2017;Piñuel, 2002), para examinar los valores organizacionales de las UECH en su IC declarada en planes estratégicos o páginas web institucionales.…”

Section: Diseñounclassified

Dirección por valores y responsabilidad social en universidades estatales chilenas

Quezada¹

2020

Docencia univ.

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El objetivo de este artículo es examinar los valores organizacionales, desde la perspectiva de la Dirección por Valores y la Responsabilidad Social Universitaria, declarados por 18 universidades estatales chilenas. Se utiliza un diseño de investigación mixto, mediante un análisis de contenido de planes estratégicos y páginas web institucionales. Los resultados muestran una mayor frecuencia del pluralismo, la democracia y la equidad, mientras que respecto del comportamiento socialmente responsable se destacan la integridad, la excelencia y la libertad. El estudio concluye que las universidades analizadas poseen una identidad corporativa explícita e inteligible, que no incluye mayormente valores y principios de la responsabilidad social universitaria.

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“…Los métodos de investigación mixta son una poderosa herramienta de descripción, comprensión y explicación de fenómenos educativos (Núñez, 2017). Estos métodos implican la recolección y el análisis de datos cuantitativos y cualitativos, con el objetivo de profundizar en la problemática desde dos aspectos (Hernández, Fernández y Baptista, 2014).…”

Section: Metodologíaunclassified

Los exámenes cooperativos en la educación superior: un enfoque desde la perspectiva del estudiante

Ramírez‐Noriega¹,

Jiménez

Martínez-Ramírez³

et al. 2020

RIDE

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Los exámenes cooperativos impulsan al estudiante a trabajar en pequeños grupos y así, grupalmente, cumplir una meta. Con este tipo de exámenes, los alumnos reciben comentarios inmediatos de sus compañeros mientras contestan el examen. Esta investigación determinó el impacto y la aceptación de los exámenes cooperativos (dos integrantes) desde la perspectiva de estudiantes de ingeniería de Software de la Universidad Autónoma de Sinaloa. La muestra para el experimento se conformó de seis grupos en etapa terminal de dicha carrera profesional. El experimento consistió en resolver exámenes cooperativos a lo largo del semestre. Para recopilar información, una vez finalizado el semestre, los estudiantes contestaron un instrumento previamente diseñado. Los resultados indican una aceptación de los exámenes cooperativos. Además, según los participantes, estos exámenes brindan retroalimentación y reducen el estrés que provoca el ser evaluados.

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Los métodos mixtos en la investigación en educación: hacia un uso reflexivo

Cited by 57 publications

References 12 publications

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Dirección por valores y responsabilidad social en universidades estatales chilenas

Los exámenes cooperativos en la educación superior: un enfoque desde la perspectiva del estudiante

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