Transformación de la Docencia Superior a través del Aprendizaje por Descubrimiento: Innovaciones Pedagógicas para un Enfoque Activo y Autónomo.
Palabras clave:
Educación superior, Innovación pedagógica, Teoría de la carga cognitivaResumen
El objetivo de este estudio es explorar las innovaciones docentes originadas a partir del Plan Bolonia, con énfasis en métodos como el aprendizaje basado en problemas y la gamificación, los cuales destacan la relevancia del aprendizaje autónomo o por descubrimiento. Se revisaron metaanálisis y artículos clave publicados en los últimos 5 años en las revistas “Education” y “Educational Research”. A través de una comparación con el campo biomédico, se identifican los elementos clave de estas innovaciones en el aprendizaje por descubrimiento, resaltando la prioridad de las competencias prácticas sobre los conocimientos teóricos y la transformación de la interacción tradicional entre docentes y estudiantes. Se mencionan posibles efectos negativos, como la devaluación de las clases magistrales, la pérdida de autoridad docente y la infantilización de los estudiantes. Varios estudios indican que la efectividad del aprendizaje por descubrimiento en la educación superior es inconsistente y limitada. Por lo tanto, se aboga por un enfoque prudente en su implementación y por preservar el rol social de la universidad en la transmisión del conocimiento avanzado.
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