Scientific and Technological Research Article
Academic factors associated with the formative research process in the educational institutions of the official sector of Sincelejo, Sucre
Factores académicos asociados al proceso de investigación formativa en las instituciones educativas del sector oficial de Sincelejo, Sucre
Diana Esther Álvarez Contreras1 *, Consuelo María Díaz Pérez2 *, Reinaldo Herazo Morales2 *
The study's objective was to describe the academic factors associated with developing the formative research process in public educational institutions in the municipality of Sincelejo. For this purpose, a quantitative and descriptive methodology was used, applying surveys to the students and teachers of the sample of 14 educational institutions; Additionally, a documentary analysis was carried out based on the variable of academic factors. Among the most relevant results, it was determined that the academic factor, which prevails in formative research from the student's perspective, is linked to the pedagogical practice implemented by teachers. It is concluded that the traditional model based on the transmission of knowledge and its accumulation predominates in educational institutions. At the same time, some oriented towards formative research and learning by doing have been implemented.
Keywords: learning, school, research, curriculum, educational resources.
JEL classification: I20, I21, I24, I25
El estudio tuvo como objetivo describir los factores académicos asociados al desarrollo del proceso de investigación formativa en las instituciones educativas públicas del municipio de Sincelejo. Para tal fin, se utilizó una metodología de enfoque cuantitativo y de tipo descriptivo, aplicando encuestas a los estudiantes y docentes de la muestra conformada por 14 instituciones educativas; adicionalmente, se realizó un análisis documental a partir de la variable sobre los factores académicos. Dentro de los resultados más relevantes, se determinó que el factor académico, que impera en la investigación formativa desde la perspectiva de los estudiantes, se encuentra vinculado a la práctica pedagógica implementada por los docentes. Se concluye que en las instituciones educativas predomina el modelo tradicional basado en la transmisión de saberes y en su acumulación, y, al mismo tiempo, se han implementado algunos orientados hacia la investigación formativa y de aprender haciendo.
Palabras clave: aprendizaje, escuela, investigación, plan de estudios, recursos educacionales.
Clasificación JEL: I20, I21, I24, I25
Received: 19-06-2022 Revised: 10-10-2022 Accepted: 15-12-2022 Published: 13-01-2023
Editor: Carlos Alberto Gómez Cano
1Corporación Unificada Nacional de Educación Superior – CUN. Sucre, Colombia
2Corporación Universitaria del Caribe -CECAR. Sucre, Colombia.
Cite as: Álvarez, D., Díaz, C. y Herazo, R. (2023). Factores académicos asociados al proceso de investigación formativa en las instituciones educativas del sector oficial de Sincelejo, Sucre. Región Científica, 2(1), 202319. https://doi.org/10.58763/rc202319
INTRODUCTION
Research, as an essential pillar in students' cognitive knowledge development, generates significant contributions in their lives, transforming and adapting them to the changing times. For this, education with quality must include formative research as a transversal axis that changes and impacts people's lives in their family's social and cultural environment, enriching the vision of the world (García et al., 2018). Research allows the transformation and generation of spaces for the construction of knowledge in children and young people in public educational institutions, bringing a differentiating value to the teaching and learning process. This process stimulates changes in the mentality and life of students by developing research skills -reflecting, criticizing, questioning, and inquiring- to provide solutions to the problems of the environment (Espinoza, 2020).
On the other hand, the education of the 21st century has as its main challenge the formation of individuals who transform society with research capacity and analytical and critical spirit (Flórez et al., 2018). Education must contribute to the generation of changes that guide the development of people in their daily tasks, from integrality, i.e., to train the individual from the cognitive and involve physical, social, and emotional skills, to contribute to their growth. This will lead institutions, educational centers, and universities to transform and generate knowledge. For this, the essential mechanism is research, as demonstrated by the educational models implemented in developed countries that work with research practices as the basis of curricular processes in educational institutions.
Among them, it is worth mentioning, on the one hand, Finland's educational model, which is characterized by prioritizing teacher training based on research (Didriksson, 2017), and secondly, Singapore's educational model, which aims to develop creativity, research, and entrepreneurship in its students, based on teacher empowerment and competencies (Casillas, 2018). In this sense, these flexible and innovative educational models open spaces for forming "empowered, happy and healthy students, lifelong learning, entrepreneurship, programming, technology inclusion, gamification, social responsibility, collective power and Agora" (Bernate, 2021, p.3). At the same time, these models favor learning towards participation, collaboration, knowledge transfer in the classroom, and the recognition of problem situations in their environment (Araque, 2020).
Therefore, this research describes the academic factors associated with the formative research process in the educational institutions of the city of Sincelejo, its advancement, development, and action in the teaching and learning processes, in which the student, from his training environment, makes transformational changes in his environment, whose task is crucial the teacher's participation as a motivator and inciter of this transformation (Toro, 2020). Likewise, necessary elements are provided to transform and innovate school scenarios to change the attitude, didactics, and methods of teachers, students, and the community whenever research projects are generated from productivity and competitiveness in their environment. The study is part of the research "Analysis of the academic, economic and institutional factors associated with the formative research process in the official educational institutions of the municipality of Sincelejo," established in the specialty thesis, Corporación Universitaria del Caribe CECAR.
Theoretical elements for process understanding
Research is considered an element of great importance in the educational context and a universal source of it (Arteaga & Escobedo, 2016). A synergistic relationship is established between the two since research provides knowledge, while education applies to teaching and learning processes. According to Rivadeneira and Silva (2017), "research-oriented learning develops skills in students to approach state of the art (knowledge), solve problems (procedures) autonomous and team learning (attitudes), as long as teachers promote intrapersonal and interpersonal skills in the classroom" (p.6).
In addition, we speak of formative research when research is involved in the teaching and learning processes as a must in the school. Restrepo (2004) defines it as "research activities that add the logic of research and apply research methods, but do not necessarily imply the development of complete research projects or the discovery of new and universal knowledge" (p.3). Similarly, Parra (2004) understands it as "that research that is part of the teaching function with a pedagogical purpose, and that is developed within a formally established curricular framework" (pp. 71-72).
Consequently, it is intended that the student learns research from the practice itself, using different methods and techniques to carry out his work as a learner under the guidance of a teacher, which allows him to develop thinking skills such as interpretation, analysis, and synthesis of information so that he can formulate and solve problems in his context from the observation, description, and comparison of phenomena. Thus, for formative research, it is necessary to think of pedagogical practice from a different point of view, where the teacher is the subject that leads to the inquiry and training of students since they, in turn, are learners of the processes involved in research.
On the other hand, current trends in education are inclined to implement formative research inside the classroom, from the use of active, critical-reflective models, such as meaningful learning, discovery learning, research seminars, Classroom Pedagogical Projects (PPA), problem-based learning, among others, which guide students to the knowledge of their context and the positive transformation of reality (Espinoza, 2020). In turn, these pedagogical models are oriented to forming children and young people with an investigative spirit who abandon the behaviorist paradigm that limits teacher-student interaction to a hierarchical authority environment (Álvarez, 2017). With this, it is sought that the student is recognized as an object and subject of education with a role preferably disposed to the inquiry of solutions to the problems of their context.
Therefore, teachers should assume research as a source of personal and professional growth, which will allow substantial changes in their practices towards novel pedagogies, in which critical and reflective attitudes are promoted, rational confrontations with the other, the inquiry of their reality and the context in general with divergent approaches and strategies (Gómez et al., 2019). Thus, training practices in educational institutions are established as quality elements, leading teachers to a critical self-evaluation of their academic work, assuming significant commitments that enrich the school's reality and improve its quality. For the development of research inside the classroom, it is necessary to mention the learning environments, which, according to García-Chato (2014), corresponds to:
Integrated system, made up of interrelated and organized elements, which help to generate stimulating scenarios for learning. It is based on the planning, design and arrangement of all the elements that promote it and concerns the context in which the child develops and his or her learning process (p. 71)[Sistema integrado, conformado por elementos relacionados y organoizados entre si, que ayudan a generar escenarios estimulantes para el aprendizaje. Se cimenta en la planeación, diseño y disposición de todos los elementos que lo propician y concierne al contexto en que el niño se desenvuelve, y a su proceso de aprendizaje]
The educational environment must have the necessary means for the performance of school practices, foster motivation and incentive in students, and develop their capabilities, competencies, skills, and values; it must also provide the conditions for enriching learning that allows students to exercise not only their autonomy and freedom but also the appropriation of knowledge through strategies implemented by the teacher for the best use of the contents. It is important to highlight the need to establish the academic factors for the good performance of an educational institution and to generate effective results in the research process. Among them, the curriculum, study plans, teaching methodologies, and resources (library) are worth mentioning. In this regard, Law 115 (1994) defines the curriculum as:
The set of criteria, curricula, methodologies and processes that contribute to the integral formation and the construction of the national, regional and local cultural identity, also including the human, academic and physical resources to implement the policies and carry out the institutional educational project.(p. 17)[El conjunto de criterios, planes de estudio, metodologías y procesos que contribuyen a la formación integral y a la construcción de la identidad cultural nacional, regional y local, incluyendo también los recursos humanos, académicos y físicos para poner en práctica las políticas y llevar a cabo el proyecto educativo institucional].
In this sense, the curriculum is a school component that specifies the actions, skills, contents, national references, learning needs, types and forms of evaluation, among others, that teachers must take into account in order to develop their pedagogical practice. In turn, Angulo (1994, p.1) indicates that the curriculum is used by experts to:
indicate a "plan" for the education of students and 2. identify a "field of studies"). In the first sense, it acquires a prescriptive (normative) meaning about what should be carried out in an academic institution, it is the plan or planning by which the teaching-learning processes are organized and in the second sense, it is treated as a phenomenon worthy of being studied as the foundation of a disciplinary region, which is nourished by the research of any of the aspects in which, as a phenomenon, the curriculum is present. This author defines it as a curriculum system when all the processes and the organizational structure through which it is applied are present[ indicar un “plan” para la educación de los estudiantes y 2. identificar un “campo de estudios). En el primer sentido, adquiere un significado prescriptivo (normativo sobre lo que debe ser llevado a cabo en una Institución académica, es el plan o planificación por la cual se organizan los procesos de enseñanza-aprendizaje y en el segundo sentido, es tratado como un fenómeno digno de ser estudiado como fundamento de una región disciplinar, la cual se nutre de la investigación de cualquiera de las vertientes, en las que, como fenómeno, el currículo se presente. Este autor lo define como sistema curricular, cuando están presentes todos los procesos y la estructura organizativa a través de lo que es aplicado].
METHODS
RESULTS
Source : Own Elaboration
Note: the figure appears in its original language
Figure 1 shows that 48.0% of the students consider the academic factors associated with the development of research processes in the public educational institutions of Sincelejo to be adequate, while 32.1% consider them to be optimal, and only 16.5% consider them to be regular.
Note: the figure appears in its original language.
Source: Own elaboration
Figure 2 shows the percentage distributions of the evaluation of each of the aspects evaluated; it is noteworthy that, concerning the aspects "the teachers assigned to accompany the research projects and events have permanent training" and "the theory reviewed and consulted within the classes corresponds to the state of the project under development," more than half of the students value it as adequate, and approximately one third consider it optimal. In the other aspects, adequate evaluation ranged between 45 and 48%.
When asked if they had evidence of the statements made, they responded for each factor as follows: Training in scientific research is taught within subjects in the study plan (58.1%), Methodology used in the development of scientific research subjects is mainly practical (65.5%), Disciplinary subjects that contribute to the research project are reorganized around it (45.3%), Teachers evaluate according to the partial and final results of the project (60.1%), Theory reviewed and consulted within the classes corresponds to the status of the project under development (57.4%), Teachers assigned to accompany research projects and events have permanent training (72.3%), and Students linked to research projects receive extracurricular training in Methodology (60.8%).
Source: Own elaboration
Note: the figure appears in its original language
Figure 3 shows that 61.9% of teachers consider academic factors to be adequate; 17.5% consider them to be optimal, while 20.6% of them consider them to be average.
Note: the figure appears in its original language.
Source: Own elaboration
Figure 4 Shows that the academic factors with the highest percentages are "organizes didactic activities aimed at the execution of research projects" (71.4%), "periodically provides training in aspects related to the production of formative research" (66. 7%), "It has technological resources available for the development of the project" (64.3%), "It develops evaluation models and criteria about the nature of the research project advanced" (64.3%) and "the institution provides training or training opportunities in aspects related to scientific production and research" (61.9%). In the other factors, the percentages ranged between 52% and 60%, all valued by the teachers as adequate.
When asked if they had evidence of the statements made, they responded to each factor as follows: Within the curriculum there are specific subjects for the development of scientific competencies (62.9%), Adjustments are made to the lesson plan tending to develop research processes inside and outside the classroom (62.9%), It applies methodologies and strategies in line with the advancement of scientific competencies in students (71.4%), It organizes didactic activities aimed at the implementation of research projects (66. 7%), The institution provides training or training opportunities in aspects related to scientific production and research (31.0%), Develops evaluation models and criteria in relation to the nature of the research project undertaken (69.0%), Has technological resources available for the development of the project (59.5%), Periodically provides training in aspects related to scientific production and research (45.2%) and Has institutional methodological guidelines for the development of research projects (50.0%).
Documentary Analysis
Based on the systematized information on the IEPs of the educational institutions in the sample under study, the following classification is established according to the importance given to formative research.
Table 1. Classification - Importance of Formative Research |
|||||
Institutions - research Formative
|
Institutional horizon
|
Pedagogical approach
|
Curricular structure
|
Financial resources
|
Products derived from the research |
Group 1 |
Research is an essential axis for improving teaching-learning processes in the classroom. |
Is consistent with this line |
Elements are planned to mainstream it. |
Allocation of resources in the AOP for Research |
Research products and active participation of teachers in internal and external school projects. |
Group 2 |
Research appears partially as a necessary axis to optimize teaching-learning processes. |
Is consistent with this line |
Some elements are planned to materialize it. |
Allocation of resources in the AOP for Research |
Research products and active teacher participation in internal and external school projects. |
Group 3 |
Research is not an essential axis for improving teaching-learning processes in the classroom. |
It is coherent with the type of education offered to the community. |
Some elements linked to formative research are related. |
Does not exist |
Some teachers participate in projects external to the school |
Group 4 |
Research is not established as a basic axis to modernize teaching-learning processes in the classroom. |
Is linked to the type of education offered to the community, but does not involve research in its components. |
elements linked to educational research are not evidenced. |
Does not exist |
Little teacher participation in research-mediated projects. |
Source: Own elaboration.
DISCUSSION
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FINANCING
No external financing.
DECLARATION OF CONFLICT OF INTEREST
The authors declare that they have no conflict of interest.
ACKNOWLEDGMENTS (ORIGINAL SPANISH VERSION)
Los autores agradecen a la Corporación Unificada Nacional de Educación Superior – CUN y a la Corporación Universitaria del Caribe -CECAR.
AUTHORSHIP CONTRIBUTION
Conceptualization: Diana Esther Álvarez Contreras, Consuelo María Díaz Pérez and Reinaldo Herazo Morales.
Research: Diana Esther Álvarez Contreras, Consuelo María Díaz Pérez and Reinaldo Herazo Morales.
Methodology: Diana Esther Álvarez Contreras, Consuelo María Díaz Pérez and Reinaldo Herazo Morales.
Writing - original draft: Diana Esther Álvarez Contreras, Consuelo María Díaz Pérez and Reinaldo Herazo Morales.
Writing - revision and editing: Diana Esther Álvarez Contreras, Consuelo María Díaz Pérez and Reinaldo Herazo Morales.