CONCEPTUALIZACIÓN DE LA INVESTIGACIÓN EDUCATIVA
DOCENTE: Maestro Luis Domínguez
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Aproximándonos al concepto de Investigación… Investigación científica: “podemos definirla como un tipo de investigación sistemática, controlada, empírica y crítica, de proposiciones hipotéticas “La investigación es una operación de sobre las presuntas relaciones entre la caza. Investigar viene de “üestigo” fenómenos….“ Kerlinger (seguir las huellas que deja una presa en el camino). Los dispositivos de investigación son dispositivos de predación: son capturados los cuerpos y son capturadas las almas – las hablas-.” Jesús Ibáñez Investigación social: “la investigación social es el proceso que, utilizando el
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TIPOS O NIVELES DE INVESTIGACIÓN:
BÁSICA O FUNDAMENTAL: busca acrecentar el corpus teórico de la ciencia; sus resultados no necesariamente tienen valor práctico en lo inmediato. APLICADA O DE CAMPO: se emprende para resolver problemas prácticos, comprueba teorías científicas en un campo c ampo determinado. Algunos autores dicen que la decisión no es lo que se busca en primer término. EVALUATIVA: juzga el mérito y el coste de una práctica, en función de valores a priori.
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Dice Miguel Beltrán sobre el objeto de estudio de la Investigación Social: “impone la penosa obligación de examinarlo por arriba y por abajo, por dentro y por fuera, por el antes y por el después, desde cerca y desde lejos; pesarlo, controlarlo, medirlo, escucharlo, entenderlo, comprenderlo, historiarlo, describirlo y explicarlo; sabiendo además que quien mide, comprende, describe o explica lo hace necesariamente, lo sepa
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Aspectos a considerar en la Investigación Social (Ander-Egg) El investigador social debe “aceptar las responsabilidades del científico: ver el hecho en la teoría yla teoría en el hecho” (Wrigth Mills)
LO TEÓRICO
INVESTIGACIÓN LO AXIOLÓGICO
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Algunas definiciones de Investigación Educativa…
“actividad dirigida hacia el desarrollo organizado de un cuerpo de conocimiento científico acerca de hechos que interesan a los educadores (…) Un cuerpo científico de conocimientos acerca de la educación debería capacitar al educador para determinar qué tipo de enseñanza y demás condiciones de aprendizaje debe proporcionar exactamente para producir los aspectos deseados de conducta aprendida…” TRAVERS, 1958 “proceso formal, sistemático e intensivo en el cual se aplica el método científico de análisis (para) un mejor entendimiento del proceso de enseñanza-aprendizaje y de las condiciones en las cuales se lo puede realizar con la mayor eficacia…” BEST, 1954 “es una parte de las ciencias de la conducta en la cual el propósito consiste en comprender, explicar, predecir y, en cierta medida, controlar la conducta humana. Posee los atributos del método científico. Es un proceso cuidadosamente dirigido, formal, sistemático e intensivo, estrechamente
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¿Por qué la Investigación Educativa es un estudio singular?
Por la naturaleza práctica del campo educativo (diversidad de fuentes de sus
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¿Por qué, para quiénes y para qué es importante la Investigación Educativa?
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¿Qué se espera de la Investigación Educativa?
Que produzca conocimientos sobre la educación (educabilidad y enseñabilidad). Que describa, explique y prediga sobre la realidad educativa, colaborando en el control de lo no deseable.
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Las limitaciones de la Investigación Educativa
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J. Elliott distingue Investigación Educativa de Investigación sobre la Educación… PARÁMETRO Perspectiva Conceptos
INVESTIGACIÓN EDUCATIVA Objetiva natural Sensibilizadores
INVESTIGACIÓN SOBRE LA EDUCACIÓN Científica Definidores
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