Características bibliométricas de la literatura internacional sobre métodos docentesuna taxonomía multidisciplinar

  1. Rodríguez-García, Alejandro 1
  2. Arias-Gago, Ana Rosa 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2022

Volumen: 33

Número: 1

Páginas: 93-106

Tipo: Artículo

DOI: 10.5209/RCED.73722 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

La metodología docente es un elemento capital en el aprendizaje del alumnado. A pesar de esta importancia, tanto las taxonomías como las revisiones de la literatura reciente sobre este constructo son escasas. Para solventar esta problemática se ha llevado a cabo una revisión sistemática de la literatura de los 2 últimos años, con el objeto de describir la producción literaria reciente y establecer una taxonomía de métodos docentes en función de los principales ámbitos que aparecen en las fuentes encontradas. Esta revisión sistemática se compuso de 53 artículos localizados en las bases de datos Dialnet, Scopus, Eric y Web of Science, utilizando como palabras clave: (método, estrategia, estilo, modelo, prácticas, técnica y enfoque) de enseñanza. Los principales hallazgos han permitido determinar, por un lado, una tendencia creciente en la producción literaria y por otro, un mayor número de fuentes asociadas a la Educación Superior. También se ha determinado que las tipologías de estudio empíricas y teóricas, y los artículos procedentes de países asiáticos y europeos de entre 6 y 10 métodos son los más prevalentes. La producción literaria se dirige fundamentalmente hacia 5 ámbitos diferenciados –STEAM, multi-materia, enseñanza de una L2, Ciencias Sociales y Educación Cívica y Moral, y Educación Física–, los cuales se han utilizado para establecer la taxonomía a la que se han vinculado 37 métodos en función del número de fuentes bibliográficas asociadas a cada ámbito. El aumento de la producción literaria, junto con el gran número de fuentes disponibles en la Educación Superior, son explicadas en la literatura por la entrada de la enseñanza universitaria en el Espacio Europeo de Educación Superior. Asimismo, la taxonomía establecida permite arrojar luz sobre un constructo confuso para los docentes y solventa la limitación asociada a la ausencia de una nomenclatura uniforme.

Referencias bibliográficas

  • Ahn, K. (2019). A teaching model for undergraduate students. International Journal of Higher Education, 8(3), 29–35. https://doi.org/10.5430/ijhe.v8n3p29
  • Akdemir, E., & Özçelik, C. (2019). The investigation of the attitudes of teachers towards using student centered teaching methods and techniques. Universal Journal of Educational Research, 7(4), 1147–1153. https://doi.org/10.13189/ujer.2019.070427
  • Akerson V.L., Burgess A., Gerber A., & Guo M. (2018). Disentangling the meaning of STEM: Implications for Science Education and Science Teacher Education. Journal of Science Teacher Education, 29(1), 1-8. https://doi.org/10.1080/1046560X.2018.1435063
  • Akor, T. S., Bin Subari, K., Binti Jambari, H., Bin Noordin, M. K., & Onyilo, I. R. (2019). Engineering and related programs’ teaching methods in nigeria. International Journal of Recent Technology and Engineering, 8(2), 1279–1282. https://doi.org/10.35940/ijrte.B1915.078219
  • Alcoba, J. (2012). La clasificación de los métodos de enseñanza en Educación Superior. Contextos educativos, 15, 93-106. https://bit.ly/2ERU4nu
  • Alhirtani, N. A. (2019). The Use of Modern Teaching Methods in Teaching Arabic Language at Higher Education Phase from the Point View of Arabic Language Professors—A Case of a Premier University. International Education Studies, 13(1), 32-41. https://doi.org/10.5539/ies.v13n1p32
  • Alonso-García, S., Aznar-Díaz, I., Cáceres-Reche, M. P., Trujillo-Torres, J. M., & Romero-Rodríguez, J. M. (2019). Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education Trends and Challenges for Sustainability. Sustainability (Switzerland), 11(24). https://doi.org/10.3390/su11247150
  • Alshammari, S. (2020). “Writing to Learn or Learning to Write”. A Critical Review of “English as a Foreign Language” (EFL) Teaching Practices in Writing in Saudi Universities. Research in Education and Learning Innovation Archives, (24), 1-22. https://doi.org/10.7203/realia.24.15867
  • Álvarez-Morán, S., Carleos, C.E., Corral, N.O., & Prieto, E. (2018). Metodología docente y rendimiento en PISA 2015: Análisis crítico. Revista de Educación, 379, 85-114. https://doi.org/10.4438/1988-592X-RE-2017-379-370
  • Báez, A. L. (2019). Un viaje de exploración: una estrategia de enseñanza holística, multidisciplinar y significativa de la geografía académica. GeoGraphos. Revista Digital para Estudiantes de Geografía y Ciencias Sociales, 10, 206–237. https://doi.org/10.14198/geogra2019.10.119
  • Castillo, R. C., & Portilla, M. G. (2020). Teaching practices in generic competences and national test results in Colombia. Estudios Pedagogicos, 46(1), 161–182. https://doi.org/10.4067/S0718-07052020000100161
  • Chen, Y. (2020). Optimization of music teaching methods based on multimedia computer-aided technology. Computer-Aided Design and Applications, 18(S2), 47–57. https://doi.org/10.14733/cadaps.2021.S2.47-57
  • Chiva-Bartoll, O., Pallarés-Piquer, M., & Gíl-Gómez, J. (2018). Aprendizaje-servicio y mejora de la Personalidad Eficaz en futuros docentes de Educación Física. Revista Complutense de Educación,29(1), 181-197. http://dx.doi.org/10.5209/RCED.52164
  • Costa, J. M., Moro, S., Miranda, G., & Arnold, T. (2020). Empowered learning through microworlds and teaching methods: A text mining and meta-analysis-based systematic review. Research in Learning Technology, 28, 1–16. https://doi.org/10.25304/rlt.v28.2396
  • De Assuncao, T. V., & Do Nascimiento, R. R. (2019). David Kolb learning style inventory and science and mathematics teachers: dialogue about teaching method. Góndola, enseñanza y aprendizaje de las ciencias, 14(1), 14-34. https://bit.ly/2USXwXu
  • Duart, J., Roig-Vila, R., Mengual-Andrés, S., & Maseda, M. A. (2017). La calidad pedagógica de los MOOC a partir de la revisión sistemática de las publicaciones JCR y SCOPUS (2013-2015). Revista Española de Pedagogía, 75(266), 29–46. https://doi.org/10.22550/REP75-1-2017-02
  • Fernández-Rivas, M., & Espada-Mateos, M. (2019). The knowledge, continuing education and use of teaching styles in Physical Education teachers. Journal of Human Sport and Exercise, 14(1), 99–111. https://doi.org/10.14198/jhse.2019.141.08
  • Fernández-Rivas, M., & Espada-Mateos, M. (2020). Physical education teachers’ use of and feeling for teaching styles. Journal of Physical Education and Sport, 20(1), 3–13. https://doi.org/10.7752/jpes.2020.01001
  • Fombella, I., Arias, J. M., & San Pedro, J. C. (2019). Arquitectura escolar y metodologías docentes en el siglo XXI: respuestas a un nuevo paradigma educativo. Revista Inclusiones, 6(4), 65-91. https://bit.ly/3oxumdh
  • González-Peiteado, M., & Pino-Juste, M. (2016). Los estilos de enseñanza: construyendo puentes para transitar las diferencias individuales del alumnado. Revista Complutense de Educacion, 27(3), 1175–1191. https://doi.org/10.5209/rev_RCED.2016.v27.n3.47563
  • Hernández-Serrano, M. J., & Muñoz-Rodríguez, J. M. (2020). Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers. Educar, 56(2), 369–386. https://doi.org/10.5565/REV/EDUCAR.1065
  • Invernizzi, P. L., Crotti, M., Bosio, A., Cavaggioni, L., Alberti, G., & Scurati, R. (2019). Multi-teaching styles approach and active reflection: Effectiveness in improving fitness level, motor competence, enjoyment, amount of physical activity, and effects on the perception of physical education lessons in primary school children. Sustainability (Switzerland), 11(2). https://doi.org/10.3390/su11020405
  • Ismail, S. S., & Abdulla, S. A. (2019). Virtual flipped classroom: New teaching model to grant the learners knowledge and motivation. Journal of Technology and Science Education, 9(2), 168–183. https://doi.org/10.3926/jotse.478
  • Ivanova, T., & Ilyashenko, L. (2020). Some innovative teaching methods in higher educational establishments. Universidad y Sociedad, 12(2), 275-280. https://bit.ly/2N8od66
  • İzgi-Onbaşılı, Ü. (2020). The Effects of Science Teaching Practice Supported With Web 2.0 Tools on Prospective Elementary School Teachers’ Self-Efficacy Beliefs. International Journal of Progressive Education, 16(2), 91–110. https://doi.org/10.29329/ijpe.2020.241.7
  • Jana, P. K., Sarkar, T. K., Adhikari, M., Chellaiyan, V. G., Ali, F. L., & Chowdhuri, S. A. (2020). Study on the preference of teaching methods among medical undergraduate students in a tertiary care teaching hospital, India. Journal of Education and Health Promotion, 275(9), 1-5. https://doi.org/10.4103/jehp.jehp_232_20
  • Jiménez, L. S., Vega, N., Capa, E. D., Fierro, N. del C., & Quichimbo, P. (2019). Learning teaching styles and strategies of University Students of Soil Science. Revista Electronica de Investigacion Educativa, 21(1), 1-10. https://doi.org/10.24320/redie.2019.21.e04.1935
  • Jiménez-Hernández, D., González, J. J., & Tornel, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado, Revista de Currículum y Formación Del Profesorado, 24(1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173
  • Khalil, L., & Semono-Eke, B. K. (2020). Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers’ Perspectives. Arab World English Journal, 11(1), 253-269. https://dx.doi.org/10.24093/awej/vol11no1.19
  • Klufas, A., Shin, G., Raphael, R., Sarfaty, S. C., & Hirsch, A. E. (2020). A Thorough Analysis of the Current State of Cancer Education in Medical Schools and Application of Experimental Teaching Techniques and Their Efficacy. Advances in Medical Education and Practice, 11, 931–946. https://doi.org/10.2147/amep.s268382
  • Le, T. Q., & Do, T. T. A. (2019). Active teaching techniques for engineering students to ensure the learning outcomes of training programs by CDIO approach. International Journal on Advanced Science, Engineering and Information Technology, 9(1), 266–273. https://doi.org/10.18517/ijaseit.9.1.7959
  • Mekonnen, F. D. (2020). Evaluating the effectiveness of ‘learning by doing’ teaching strategy in a research methodology course, Hargeisa, Somaliland. African Educational Journal research Journal, 8(1), 13-19. https://bit.ly/3fwpccy
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Plos Med, 6(6): e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Mohiuddin, K., Islam, M. A., Sharif, M., Nur, S., Talukder, M. S., & Alghobiri, M. A. (2020). Enumeration of Potential Teaching Methods in Higher Education: A Cross-Disciplinary Study. Education Research International, 2020. https://doi.org/10.1155/2020/8870412
  • Murphy, L., Eduljee, N. B., Croteau, K., & Parkman, S. (2020). Relationship between personality type and preferred teaching methods for undergraduate college students. International Journal of Research in Education and Science (IJRES), 6(1), 100–109. https://doi.org/10.46328/ijres.v6i1.690
  • Mushtaq, M., Khurshid, R., & Khan, M. K. (2019). Analyzing english language teaching practices in public middle schools of AJK, Pakistan. International Journal of English Language and Literature Studies, 9(1), 18–30. https://doi.org/10.18488/journal.23.2020.91.18.30
  • Nagy, I. K. (2020). In between Language Teaching Methods: Do We Need (to Know About) Methods at All?. Acta Universitatis Sapientiae, Philologica, 11(3), 119–139. https://doi.org/10.2478/ausp-2019-0030
  • Nájera-Longoria, R. J., Enriquez, O. N., Lujan, R. C., López-Alonzo, S. J., Islas-Guerra, S. A., & Guedea-Delgado, J. C. (2020). ‘How is my teaching?’ teaching styles among mexican physical education teachers. Movimento, 26(1), 1–15. https://doi.org/10.22456/1982-8918.99495
  • Navaridas, F. (2004). Estrategias didácticas en el aula universitaria. Servicio de publicaciones de la Universidad de La Rioja. https://bit.ly/2PU0wkw
  • Nicolaou, C., Matsiola, M., & Kalliris, G. (2019). Technology-enhanced learning and teaching methodologies through audiovisual media. Education Sciences, 9(3). https://doi.org/10.3390/educsci9030196
  • Njura, H. J., Kubai, K. I., Taaliu, S. T., & Shem Khakame, K. (2020). The Relationship between Agricultural Teaching Approaches and Food Security in Kenya. Education Research International, 2020. https://doi.org/10.1155/2020/8847864
  • Nurash, P., Kasevayuth, K., & Intarakamhang, U. (2020). Learning programmes and teaching techniques to enhance oral health literacy or patient-centred communication for healthcare providers: A systematic review. European Journal of Dental Education, 24(1), 134–144. https://doi.org/10.1111/eje.12477
  • Pamplona-Raigosa, J., Cuesta-Saldarriaga, J. C., & Cano-Valderrama, V. (2019). Estrategias de Enseñanza del docente en las áreas básicas: una mirada al aprendizaje escolar. Revista Eleuthera, 21, 13–33. https://doi.org/10.17151/eleu.2019.21.2
  • Parsak, B., & Saraç, L. (2020). Turkish physical education teachers’ use of teaching styles: Self-reported versus observed. Journal of Teaching in Physical Education, 39(2), 137–146. https://doi.org/10.1123/JTPE.2018-0320
  • Pejaner, K. J., & Mistades, V. (2020). Culturally Relevant Science Teaching: A Case Study of Physics Teaching Practices of the Obo Monuvu Tribe. Science Education International, 31(2), 185–194. https://doi.org/10.33828/sei.v31.i2.8*Ragsdale, J. W., Habashy, C., & Warrier, S. (2020). Developing Physical Exam Skills in Residency: Comparing the Perspectives of Residents and Faculty About Values, Barriers, and Teaching Methods. Journal of Medical Education and Curricular Development. https://doi.org/10.1177/2382120520972675
  • Rodríguez-García, A., & Arias-Gago, A. R. (2020). Revisión de propuestas metodológicas: una taxonomía de agrupación categórica. Alteridad, 15(2), 146-160. https://doi.org/10.17163/alt.v15n2.2020.01
  • Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences, 9(4). https://doi.org/10.3390/educsci9040273
  • Shih, Y. H. (2020). Life education for young children in Taiwanese preschools: Meaning, aspects and teaching methods. Universal Journal of Educational Research, 8(4), 1246–1251. https://doi.org/10.13189/ujer.2020.080415
  • Sugano, S. G. & Nabua, E. B. (2020). Meta-analysis on the effects of teaching methods on academic performance in chemistry. International Journal of Instruction, 13(2), 881–894. https://doi.org/10.29333/iji.2020.13259
  • Tartavulea, C. V., Albu, C. N., Albu, N., Dieaconescu, R. I., & Petre, S. (2020). Online teaching practices and the effectiveness of the educational process in the wake of the Covid-19 pandemic. Amfiteatru Economic, 22(55), 920–936. https://doi.org/10.24818/EA/2020/55/920
  • Tieocharoen, W., & Rimkeeratikul, S. (2019). Learning Strategies and Teaching Methods in Thai and Vietnamese Universities. Arab World English Journal, 10(3), 99–112. https://doi.org/10.24093/awej/vol10no3.7
  • Vilaça, T. (2019). Metodologias de enseñanza en la educación en sexualidad: retos para la formación continua. Revista Ibero-Americana de Estudios en Educación, 14(2), 1500–1538. https://doi.org/10.21723/riaee.v14iesp.2.12614
  • Vizcaya-Moreno, M. F., & Pérez-Cañaveras, R. M. (2020). Social media used and teaching methods preferred by generation z students in the nursing clinical learning environment: A cross-sectional research study. International Journal of Environmental Research and Public Health, 17(21), 1–10. https://doi.org/10.3390/ijerph17218267
  • Vokić, N. P., & Aleksić, A. (2020). Are active teaching methods suitable for all generation Y students? – Creativity as a needed ingredient and the role of learning style. Education Sciences, 10(4). https://doi.org/10.3390/educsci10040087
  • Wang, K., Zhang, L., & Ye, L. (2020). A nationwide survey of online teaching strategies in dental education in China. Journal of Dental Education, (August), 1–7. https://doi.org/10.1002/jdd.12413
  • Weir, L. K., Barker, M. K., McDonnell, L. M., Schimpf, N. G., Rodela, T. M., & Schulte, P. M. (2019). Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology. PLOS ONE, 14(8), 1–16. https://doi.org/10.1371/journal.pone.0220900
  • Wilkinson, C., Barney, D., & Christensen, W. F. (2019). PETE Teacher Candidates’ Preferred Teaching Styles. The Physical Educator, 76(5), 1247–1265. https://doi.org/10.18666/tpe-2019-v76-i5-9062
  • Yao, C. W., & Collins, C. (2019). Perspectives from graduate students on effective teaching methods: a case study from a Vietnamese Transnational University. Journal of Further and Higher Education, 43(7), 959–974. https://doi.org/10.1080/0309877X.2018.1429583
  • Ye, Y.-H., & Shih, Y.-H. (2020). Environmental Education for Children in Taiwan: Importance, Purpose and Teaching Methods. Universal Journal of Educational Research, 8(4), 1572–1578. https://doi.org/10.13189/ujer.2020.080451
  • Yildiz, M., & Karakullukçu, Ö. F. (2019). Physical education teachers’ using of teaching styles levels and their perceptions towards styles in public and private schools in Turkey. World Journal of Education, 9(4), 41-48. https://doi.org/10.5430/wje.v9n4p41
  • Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America’s schools. Heinemann.
  • Zendler, A. (2019). Teaching Methods for Computer Science Education in the Context of Significant Learning Theories. International Journal of Information and Education Technology, 9(7), 470–476. https://doi.org/10.18178/ijiet.2019.9.7.1248
Fuente de los datos: Dialnet