Mostrar el registro sencillo del ítem

Formación en investigación e investigación formativa en la educación superior

dc.creatorMontenegro Mora, Luis Alberto; Universidad de Nariño
dc.creatorRosero Palacios, Juan Eduardo; Universidad Mariana
dc.creatorMafla Ortega, Liliam del Carmen; Universidad Mariana
dc.date2024-08-26
dc.date.accessioned2025-03-18T20:29:59Z
dc.date.available2025-03-18T20:29:59Z
dc.identifierhttps://libros.umariana.edu.co/index.php/editorialunimar/catalog/book/193
dc.identifier10.31948/editorialunimar.193.642
dc.identifier978-628-7548-54-1
dc.identifier.urihttps://hdl.handle.net/20.500.14112/29789
dc.descriptionEl libro Formación en Investigación e Investigación Formativa en la Educación Superior concebido desde la experiencia y la reflexión académica, no solo es testimonio de la dedicación y el esfuerzo de sus autores, sino que también representa un compromiso con la excelencia educativa. A través de sus páginas, se despliega un análisis exhaustivo y coherente que aborda desde los fundamentos teóricos hasta las prácticas pedagógicas contemporáneas, iluminando así las diversas facetas de la investigación formativa y la formación en investigación en la educación superior. Así, este texto invita a educadores, administradores, políticos y estudiantes a un viaje de descubrimiento, reflexión y acción. Se espera que, al adentrarse en su contenido, los lectores no solo adquieran un conocimiento profundo sobre estos temas de gran relevancia actual, sino que igualmente, se sientan inspirados a contribuir activamente al diálogo y al desarrollo continuo en el campo educativo. De otra parte, la obra propone un diálogo más amplio y significativo sobre cómo podemos, colectivamente, mejorar la calidad de la educación superior a través de una formación en investigación y una investigación formativa más efectivas. Estamos ante un texto que pretende aportar a la literatura académica en el ámbito superior; asimismo, se postula como una herramienta para aquellos comprometidos con el futuro de la enseñanza y el aprendizaje universitario con propósito social. La investigación se centró en el análisis y la síntesis de la literatura académica existente en torno a la formación en investigación y la investigación formativa en el contexto de la educación superior. Este estudio tuvo como propósito principal, identificar tendencias, desafíos y oportunidades que pudieran contribuir a la mejora de estas prácticas educativas, prestando especial atención a sus implicancias pedagógicas y educativas.es-ES
dc.formatDigital (DA)
dc.languagespa
dc.publisherEditorial UNIMARes-ES
dc.relationhttps://libros.umariana.edu.co/index.php/editorialunimar/catalog/view/193/642/2305
dc.relation/*ref*/Åkerlind, G. S. (2008). An academic perspective on research and being a researcher: An integration of the literature. Studies in Higher Education, 33(1), 17-31. https://doi.org/10.1080/03075070701794775
dc.relation/*ref*/Allison, B., O'Sullivan, T., Owen, A., & Rothwell, A. (1996). Research skills for students. Kogan Page.
dc.relation/*ref*/American Association of Colleges and Universities (AAC&U). (2024). A voice and a force for liberal education. https://www.aacu.org/
dc.relation/*ref*/American Library Association. (2000). Information literacy competency standards for higher education. American Library Association. https://doi.org/10.5860/crln.61.3.207
dc.relation/*ref*/Anderson, E. (2008). Experts, ideas, and policy change: The Russell Sage Foundation and small loan reform 1909-1941. Theory and Society, 37(3), 271-310. https://doi.org/10.1007/s11186-007-9050-0
dc.relation/*ref*/Anderson, T. & Kanuka, H. (2003). E-Research: Methods, Strategies, and Issues. Allyn and Bacon.
dc.relation/*ref*/Ashwin, P. (2009). Analysing teaching-learning interactions in higher education: Accounting for structure and agency. Continuum.
dc.relation/*ref*/Astin, A. W. & Astin, H. S. (1992). Undergraduate science education: The impact of different college environments on the educational pipeline in the sciences. Final report. https://files.eric.ed.gov/fulltext/ED362404.pdf
dc.relation/*ref*/Bacca, D. J., Bejarano, J. A., Martínez, P. E., Valverde, Y. y Yela, A. (2022). Estrategias de aprendizaje en investigación educativa para la formación de maestros. Editorial UNIMAR. https://doi.org/10.31948/editorialunimar.154
dc.relation/*ref*/Bain, K. (2004). What the best college teachers do. Harvard University Press.
dc.relation/*ref*/Ball, S. J. (1994). Education reform: A critical and post-structural approach. Open University Press.
dc.relation/*ref*/Bamber, V. & Saunders, M. (2009). Enhancing learning, teaching, assessment and curriculum in higher education. Open University Press.
dc.relation/*ref*/Bammer, G. & Smithson, M. (Eds.). (2008). Uncertainty and risk. Multidisciplinary perspectives. Routledge.
dc.relation/*ref*/Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
dc.relation/*ref*/Banks, J. A. (Ed.). (2006). Diversity and citizenship education: Global perspectives. Jossey-Bass.
dc.relation/*ref*/Barell, J. (2006). Problem-based learning: An inquiry approach. Corwin Press, a SAGE Publications Company.
dc.relation/*ref*/Barnett, R. (2000). Realizing the university in an age of supercomplexity. The Society for Research into Higher Education and Open University Press.
dc.relation/*ref*/Barrantes, L., Valverde, E. y Quesada, E. (2018). La integración de la extensión, la docencia y la investigación universitarias: el caso del Proyecto Team-UNA de la Sede Regional Brunca. Universidad en Diálogo, Revista de Extensión, 8(1), 73-84. https://doi.org/10.15359/udre.8-1.5
dc.relation/*ref*/Barrass, R. (2002). Scientists must write: A guide to better writing for scientists, engineers and students. Routledge.
dc.relation/*ref*/Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311. https://doi.org/10.1080/10508406.1998.9672056
dc.relation/*ref*/Barron, B. & Darling-Hammond, L. (2008a). Powerful learning: Studies show deep understanding derives from collaborative methods. https://www.edutopia.org/inquiry-project-learning-research.
dc.relation/*ref*/Barron, B. & Darling-Hammond, L. (2008b). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Book excerpt. George Lucas Educational Foundation.
dc.relation/*ref*/Barrows, H. S. & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.
dc.relation/*ref*/Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical Education, 20(6), 481-486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
dc.relation/*ref*/Becher, T. & Trowler, P. R. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines (2nd ed.). Open University Press.
dc.relation/*ref*/Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distance Learning, 12(3), 98-118. https://doi.org/10.19173/irrodl.v12i3.902
dc.relation/*ref*/Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. https://doi.org/10.1080/00098650903505415
dc.relation/*ref*/Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349-377. https://doi.org/10.1080/09500690802582241
dc.relation/*ref*/Benneworth, P. & Jongbloed, B. (2010). Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorization. Higher Education, 59(5), 567-588. https://doi.org/10.1007/s10734-009-9265-2
dc.relation/*ref*/Benneworth, P. (2013). University engagement with socially excluded communities. Springer Nature. https://doi.org/10.1007/978-94-007-4875-0
dc.relation/*ref*/Bentley, P. J. & Kyvik, S. (2012). Academic work from a comparative perspective: A survey of faculty working time across 13 countries. Higher Education, 63(4), 529-547. https://doi.org/10.1007/s10734-011-9457-4
dc.relation/*ref*/Biesta, G. (2023). La buena educación en la era de las mediciones. Ética, política y democracia. Ediciones Morata.
dc.relation/*ref*/Biggs, J. (1999). Teaching for quality learning at university: What the student does. The Society for Research into Higher Education and Open University Press.
dc.relation/*ref*/Biggs, J. & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education.
dc.relation/*ref*/Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195. https://doi.org/10.1037/h0034701
dc.relation/*ref*/Black, P. & Dylan, W. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
dc.relation/*ref*/Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. David McKay Company Inc.
dc.relation/*ref*/Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. https://doi.org/10.1080/00461520.1991.9653139
dc.relation/*ref*/Boote, D. N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15. https://doi.org/10.3102/0013189X034006003
dc.relation/*ref*/Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & Fitzgeralg, W. T. (2016). The craft of research (16.a ed.). The University of Chicago Press.
dc.relation/*ref*/Bornmann, L. (2011). Scientific peer review. Annual Review of Information Science and Technology, 45(1), 199-245. https://doi.org/10.1002/aris.2011.1440450112
dc.relation/*ref*/Boud, D. & Feletti, G. (1997). The challenge of problem-based learning. Routledge. https://doi.org/10.4324/9781315042039
dc.relation/*ref*/Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.
dc.relation/*ref*/Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. https://doi.org/10.1080/02602930600679050
dc.relation/*ref*/Bourdieu, P. (1988). Homo Academicus. Stanford University Press.
dc.relation/*ref*/Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching.
dc.relation/*ref*/Branch, R. M. (2009). Instructional design: The ADDIE Approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
dc.relation/*ref*/Brennan, J. (2010). Burton Clark's The Higher Education System: Academic Organization in Cross-National Perspective. London Review of Education, 8(3), 229-237. https://doi.org/10.1080/14748460.2010.515122
dc.relation/*ref*/Brew, A. & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29(3), 261-273. https://doi.org/10.1007/BF01384493
dc.relation/*ref*/Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22(1), 3-18. https://doi.org/10.1080/0729436032000056571
dc.relation/*ref*/Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan. https://doi.org/10.1007/978-0-230-36502-5
dc.relation/*ref*/Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139-150. https://doi.org/10.1080/07294360903552451
dc.relation/*ref*/Brew, A. (2012). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 31(1), 101-114. https://doi.org/10.1080/07294360.2012.642844
dc.relation/*ref*/Brew, A. (2013). Understanding the scope of undergraduate research: a framework for curricular and pedagogical decision-making. Higher Education, 66, 603-618. https://doi.org/10.1007/s10734-013-9624-x
dc.relation/*ref*/Brew, A. & Mantai, L. (2017). Academics' perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551-568. https://doi.org/10.1080/13562517.2016.1273216
dc.relation/*ref*/Brewer, J. D. (2000). Ethnography. Open University Press.
dc.relation/*ref*/Bringle, R. G. & Hatcher, J. A. (2002). Campus-community partnerships: The terms of engagement. Journal of Social Issues, 58(3), 503-516. https://doi.org/10.1111/1540-4560.00273
dc.relation/*ref*/Brint, S., Riddle, M., & Hanneman, R. A. (2005). Reference sets, identities, and aspirations in a complex organizational field: The case of American four-year colleges and universities. Sociology of Education, 78(3), 197-227. https://doi.org/10.1177/003804070607900303
dc.relation/*ref*/Britton, B. K. & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405. https://doi.org/10.1037/0022-0663.83.3.405
dc.relation/*ref*/Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass Publishers.
dc.relation/*ref*/Brookhart, S. (2017). How to give effective feedback to your students. ASCD.
dc.relation/*ref*/Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.2307/1176008
dc.relation/*ref*/Brown, S. & Knight, P. (1994). Assessing learners in higher education. Routledge.
dc.relation/*ref*/Bruce, C. S. (2004). Information literacy as a catalyst for educational change: A background paper. In Danaher, P. A. (Ed.). Proceedings 'Lifelong learning: Whose responsibility and what is your contribution?', 3rd International Lifelong Learning Conference (pp. 8-19). Yeppoon, Queensland.
dc.relation/*ref*/Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21-32.
dc.relation/*ref*/Bruner, J. S. (1996). The culture of education. Harvard University Press. https://doi.org/10.4159/9780674251083
dc.relation/*ref*/Bryman, A. (2016). Social research methods. Oxford University Press.
dc.relation/*ref*/Buck Institute for Education (BIE). (s.f.). Project-based learning. https://atlasabe.org/resource/project-based-learning-buck-institute-for-education/
dc.relation/*ref*/Burnard, P. (1997). Effective communication skills for health professionals (2nd ed.). Nelson Thornes.
dc.relation/*ref*/Bush, V. (1945). Science, the Endless Frontier. National Science Foundation. https://doi.org/10.2307/3625196
dc.relation/*ref*/Butin, D. W. (2003). Of what use is it? Multiple conceptualizations of service learning within education. Teachers College Record, 105(9), 1674-1692. https://doi.org/10.1046/j.1467-9620.2003.00305.x
dc.relation/*ref*/Carini, R. M. & Kuh, G. D. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. https://doi.org/10.1007/s11162-005-8150-9
dc.relation/*ref*/Carnoy, M. & Levin, H. M. (1985). Schooling and work in the democratic state. Stanford University Press.
dc.relation/*ref*/Carr, W. & Kemmis, S. (1986). Becoming Critical. Education, knowledge and action research. Routledge. https://doi.org/10.4324/9780203496626
dc.relation/*ref*/Chan, L., Okune, A., Hillyer, R. Albornoz, A, & Posada, A. (2019). Contextualizing openness: Situating open science. University of Ottawa Press.
dc.relation/*ref*/Chen, Y. & Hoshower, L. B. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment & Evaluation in Higher Education, 28(1), 71-88. https://doi.org/10.1080/02602930301683
dc.relation/*ref*/Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 3-7.
dc.relation/*ref*/Christensen, C. R. & Carlile, P. R. (2009). Course research: Using the case method to build and teach management theory. Academy of Management Learning & Education, 8(2), 240-251. https://doi.org/10.5465/amle.2009.41788846
dc.relation/*ref*/Christian, K., Johnstone, C., Larkins, J. A., Wright, W., & Doran, M. R. (2021). A survey of early-career researchers in Australia. eLife, 10, e60613. https://doi.org/10.7554/eLife.60613
dc.relation/*ref*/Clark, B. R. (1997). The modern integration of research activities with teaching and learning. Journal of Higher Education, 68(3), 242-255. https://doi.org/10.1080/00221546.1997.11778982
dc.relation/*ref*/Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Emerald Publishing Limited.
dc.relation/*ref*/Clark, R., King, R., & Sharpe, D. (2011). The effect of interdisciplinary learning: a comparative study. British Journal of Educational Studies, 59(4), 477-500. https://doi.org/10.1080/00071005.2011.626593
dc.relation/*ref*/Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
dc.relation/*ref*/Cole, M. (1996). Cultural psychology: A once and future discipline. Harvard University Press.
dc.relation/*ref*/Collini, S. (2012). What are universities for? Penguin Books Limited.
dc.relation/*ref*/Council on Undergraduate Research (CUR). (s.f.). Characteristics of excellence in undergraduate research. https://www.cur.org/about/characteristics/
dc.relation/*ref*/Crépon, B., Duguet, E., & Mairessec, J. (2006). Research, innovation, and productivity: An econometric analysis at the firm level. Economics of Innovation and New Technology, 7(2), 115-158. https://doi.org/10.1080/10438599800000031
dc.relation/*ref*/Creswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five approaches (2nd ed.). Sage Publications.
dc.relation/*ref*/Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications, Inc.
dc.relation/*ref*/Creswell, J. W. & Plano, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications, Inc.
dc.relation/*ref*/Creswell, J. W., Plano, V. L., Gutmann, M. L., & Hanson, W. E. (2017). Advanced mixed methods research designs. In J. W. Creswell & V. L. Plano (Eds.), Designing and conducting mixed methods research (3rd ed., pp. 239-265). Sage Publications.
dc.relation/*ref*/Crossley, M. & Watson, K. (2003). Comparative and international research in education: Globalisation, context and difference. Routledge Falmer.
dc.relation/*ref*/Crow, M. & Dabars, W. B. (2018). Designing the New American University. Johns Hopkins University Press. https://doi.org/10.1353/book.38428
dc.relation/*ref*/Czerniewicz, L., Williams, K., & Brown, C. (2009). Students make a plan: Understanding student agency in constraining conditions. Research in Learning Technology, 17(2). https://doi.org/10.1080/09687760903033058
dc.relation/*ref*/Darling-Hammond, L. & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
dc.relation/*ref*/Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford Center for Opportunity Policy in Education (SCOPE).
dc.relation/*ref*/Davies, H. T., Nutley, S. M., & Smith, P. C. (Eds.). (2000). What works? Evidence-based policy and practice in public services. Western Michigan University, The Journal of Sociology & Social Welfare, 30(1), 189-191. https://doi.org/10.15453/0191-5096.2887
dc.relation/*ref*/Davies, S. R. (2008). Constructing communication: Talking to scientists about talking to the public. Science Communication, 29(4), 413-434. https://doi.org/10.1177/1075547008316222
dc.relation/*ref*/Davis, M., Davis, K., & Dunagan, M. M. (2013). Scientific Papers and Presentations (3rd ed.). Academic Press. https://doi.org/10.1016/B978-0-12-384727-0.00017-3
dc.relation/*ref*/De Bono, E. (2015). Lateral thinking: Creativity step by step. Harper Colophon.
dc.relation/*ref*/De Welde, K. & Laursen, S. (2008). The 'ideal type' advisor: how advisors help STEM graduate students find their 'scientific feet'. The Open Education Journal, 1(1). https://doi.org/10.2174/1874920800801010049
dc.relation/*ref*/Deem, R., Hillyard, S., & Reed, M. (2007). Knowledge, higher education, and the new managerialism: The changing management of UK universities. Oxford University Press.
dc.relation/*ref*/Delamont, S., Atkinson, P., & Parry, O. (2004). Supervising the Doctorate: A guide to success (2nd ed.). Open University Press.
dc.relation/*ref*/Denzin, N. K. & Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd ed.). Sage Publications Ltd.
dc.relation/*ref*/Deodato, J. (2014). The patron as producer: libraries, web 2.0, and participatory culture. Journal of Documentation, 70(5), 734-758. https://doi.org/10.1108/JD-10-2012-0127
dc.relation/*ref*/Dervin, F. (2018). Language, identity and interculturality. In Jane Jackson: Interculturality in International Education (pp. 63-81). Routledge. https://doi.org/10.4324/9780429490026-4
dc.relation/*ref*/DeWalt, K. M. & DeWalt, B. R. (2011). Participant observation: A guide for fieldworkers (2nd ed.). AltaMira Press.
dc.relation/*ref*/Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process. D. C. Heath & Co Publishers.
dc.relation/*ref*/Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
dc.relation/*ref*/Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Pearson.
dc.relation/*ref*/Dill, D. D. & Soo, M. (2005). Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems. Higher Education, 49(4), 495-533. https://doi.org/10.1007/s10734-004-1746-8
dc.relation/*ref*/Dolan, E. & Johnson, D. (2010). The undergraduate-postgraduate-faculty triad: unique functions and tensions associated with undergraduate research experiences at research universities. CBE-Life Sciences Education, 9(4), 543-553. https://doi.org/10.1187/cbe.10-03-0052
dc.relation/*ref*/Downes, S. (2007). An introduction to connective knowledge. https://www.researchgate.net/publication/248290359_An_Introduction_to_Connective_Knowledge.
dc.relation/*ref*/Drake, S. M. (1998). Creating integrated curriculum: Proven ways to increase student learning. Corwin Press.
dc.relation/*ref*/Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning. Stylus Publishing, LLC.
dc.relation/*ref*/Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
dc.relation/*ref*/Eccles, J. S. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), Why aren't more women in science? Top researchers debate the evidence (pp. 199-210). American Psychological Association. https://doi.org/10.1037/11546-016
dc.relation/*ref*/Ellet, W. (2007). The case study handbook: How to read, discuss, and write persuasively about cases. Harvard Business School Press.
dc.relation/*ref*/Elliott, J. (2012). Gathering narrative data in real classrooms for the purpose of formative evaluation. In Formative Assessment and Science Education (pp. 115-132). Springer.
dc.relation/*ref*/Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). University of Chicago Press.
dc.relation/*ref*/Ertmer, P. A. & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. PIQ, Performance improvement quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
dc.relation/*ref*/Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-240. https://doi.org/10.17763/haer.81.2.92315ww157656k3u
dc.relation/*ref*/Estermann, T. & Claeys-Kulik, A. L. (2016). Performance-based funding at universities in Europe. International Higher Education, (85), 31-33. https://doi.org/10.6017/ihe.2016.85.9250
dc.relation/*ref*/Etzkowitz, H. & Zhou, H. (2018). The Triple Helix: University-Industry-Government Innovation and Entrepreneurship. Routledge.
dc.relation/*ref*/Evensen, D. H. & Hmelo, C. E. (2000). Problem-based learning: A research perspective on learning interactions. Routledge.
dc.relation/*ref*/Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., & Jackson, R. (2010). Student engagement in very large classes: The teachers' perspective. Studies in Higher Education 35(7), 761-775. https://doi.org/10.1080/03075070903545058
dc.relation/*ref*/Eyler, J. & Giles, D. E. (1999). Where's the learning in service-learning? Jossey-Bass.
dc.relation/*ref*/Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student's handbook (7th ed.). Psychology Press.
dc.relation/*ref*/Fairweather, J. S. (2005). Beyond the rhetoric: Trends in the relative value of teaching and research in faculty salaries. The Journal of Higher Education, 76(4), 401-422. https://doi.org/10.1080/00221546.2005.11772290
dc.relation/*ref*/Fang, N. (2012). Improving engineering students' technical and professional skills through project-based active and collaborative learning. The International Journal of Engineering Education, 28(1), 26-36. https://www.ijee.ie/latestissues/Vol28-1/03_Ijee2521.pdf
dc.relation/*ref*/Felder, R. M. & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
dc.relation/*ref*/Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists: Implications for science teacher education. Journal of Research in Science Teaching, 46(4), 442-459. https://doi.org/10.1002/tea.20285
dc.relation/*ref*/Fichtman, N. & Yendol-Hoppey, D. (2019). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.). Corwin Press.
dc.relation/*ref*/Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications.
dc.relation/*ref*/Fielden, J. (2008). Global trends in university governance [Documento de Trabajo]. Grupo Banco Mundial.
dc.relation/*ref*/Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
dc.relation/*ref*/Finkle, S. L. & Torp, L. L. (1995). Introductory documents. Illinois Mathematics and Science Academy.
dc.relation/*ref*/Fisher, A. (2001). Critical Thinking: An Introduction. Cambridge University Press.
dc.relation/*ref*/Fitzgerald, J. & Graves, M. F. (2005). Reading supports for all. Educational Leadership, 62(4), 68-71.
dc.relation/*ref*/Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906. https://doi.org/10.1037/0003-066X.34.10.906
dc.relation/*ref*/Flick, U. (2018). An introduction to qualitative research. Sage Publications Limited.
dc.relation/*ref*/Fost, N. (2009). Enhancing interdisciplinarity through team teaching. Enhancing Learning in the Social Sciences, 2(1), 1-10. https://doi.org/10.11120/elss.2009.02010002
dc.relation/*ref*/Fox, M. F. (1992). Research, teaching, and publication productivity: Mutuality versus competition in academia. Sociology of Education, 293-305. https://doi.org/10.2307/2112772
dc.relation/*ref*/Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
dc.relation/*ref*/Furco, A. (1996). Service-learning: A balanced approach to experiential education. University of Nebraska at Omaha.
dc.relation/*ref*/Garbarino, J. & Mason, G. (1979). The easy burden: Time demands on college faculty. Change: The Magazine of Higher Learning, 11(3), 22-25. https://doi.org/10.1080/00091383.1979.10569646
dc.relation/*ref*/Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
dc.relation/*ref*/Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
dc.relation/*ref*/Garvin, D. A. (2003). Making the case: Professional education for the world of practice. Harvard Magazine, 106(1), 56-65.
dc.relation/*ref*/Geertz, C. (1973). The interpretation of cultures. Basic Books.
dc.relation/*ref*/Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. International Journal of Science Education, 26(3), 365-383. https://doi.org/10.1080/0950069032000119401
dc.relation/*ref*/Geuna, A. (2001). The changing rationale for European university research funding: are there negative unintended consequences? Journal of Economic Issues, 607-632. https://doi.org/10.1080/00213624.2001.11506393
dc.relation/*ref*/Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Sage Publications, Inc.
dc.relation/*ref*/Gibbs, G., Britain, G., & Further Education Unit (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
dc.relation/*ref*/Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(1), 3-31. https://doi.org/10.1007/978-3-8348-9837-1
dc.relation/*ref*/Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality.
dc.relation/*ref*/Gonyea, R. M. (2005). Self-reported data in institutional research: Review and recommendations. New directions for institutional research, 2005(127), 73-89. https://doi.org/10.1002/ir.156
dc.relation/*ref*/Gordon, G. & Johnstone, B. (2014). The academic funding divide: Patterns in the public/private academic finance structure of U.S. postsecondary education. In National resource systems for higher education (pp. 15-40). Emerald Group Publishing Limited.
dc.relation/*ref*/Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), Article 16. https://doi.org/10.20429/ijsotl.2009.030216
dc.relation/*ref*/Gornitzka, Å., Kyvik, S., & Stensaker, B. (2005). Implementation analysis in higher education. In Higher Education: Handbook of Theory and Research (pp. 35-56). College of Education, The University of Iowa. https://doi.org/10.1007/1-4020-3411-3_3
dc.relation/*ref*/Gough, D., Oliver, S., & Thomas, J. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(1), 28-37. https://doi.org/10.1186/2046-4053-1-28
dc.relation/*ref*/Gouldner, A. W. (1970). The coming crisis of Western sociology. Basic Books. https://doi.org/10.3817/0970006338
dc.relation/*ref*/Graff, G. & Birkenstein, C. (2009). They say/I say: The moves that matter in academic writing (2nd ed.). W. W. Norton & Company.
dc.relation/*ref*/Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709-726. https://doi.org/10.1080/0307507042000287212
dc.relation/*ref*/Guillaspy, E. (2011). Realising your potential using the researcher development framework. https://es.slideshare.net/slideshow/realising-your-potential-using-the-researcher-development-framework/8245931
dc.relation/*ref*/Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366. https://doi.org/10.17763/haer.72.3.01151786u134n051
dc.relation/*ref*/Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
dc.relation/*ref*/Gustavii, B. (2008). How to write and illustrate a scientific paper. Cambridge University Press. https://doi.org/10.1017/CBO9780511808272
dc.relation/*ref*/Guston, D. H. (2000). Between politics and science: Assuring the integrity and productivity of research. Cambridge University Press.
dc.relation/*ref*/Hakim, T. (1998). Soft assessment of undergraduate research: Reactions and student perspectives. Council on Undergraduate Research Quarterly, 18(4), 189-192.
dc.relation/*ref*/Halpern, D. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press.
dc.relation/*ref*/Hammersley, M. & Atkinson, P. (2019). Ethnography: Principles in practice (4th ed.). Routledge. https://doi.org/10.4324/9781315146027
dc.relation/*ref*/Hammersley, M. (Ed.). (2007). Educational research and evidence‐based practice. Sage Publications.
dc.relation/*ref*/Harden, R. M. & Crosby, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher, 22(4), 334-347. https://doi.org/10.1080/014215900409429
dc.relation/*ref*/Harvey, L. & Green, D. (1993). Defining quality. Assessment & evaluation in higher education, 18(1), 9-34. https://doi.org/10.1080/0260293930180102
dc.relation/*ref*/Hattie, J. & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of educational research, 66(4), 507-542. https://doi.org/10.3102/00346543066004507
dc.relation/*ref*/Hattie, J. & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
dc.relation/*ref*/Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
dc.relation/*ref*/Hayden, M., Levy, J., & Thompson, J. (2015). The SAGE Handbook of Research in International Education (2nd ed.). SAGE Publications Ltd. https://doi.org/10.4135/9781473943506
dc.relation/*ref*/Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67-78). McGraw-Hill Education.
dc.relation/*ref*/Healey, M. & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy.
dc.relation/*ref*/Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The research-teaching nexus: A case study of students' awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47(2), 235-246. https://doi.org/10.1080/14703291003718968
dc.relation/*ref*/Healey, M., Jenkins, A., & Lea, J. (2014a). Developing research-based curricula in college-based higher education. Higher Education Academy.
dc.relation/*ref*/Healey, M., Flint, A., & Harrington, K. (2014b). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy.
dc.relation/*ref*/Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education-theory, practice and rubber sling shots. Higher Education, 51(2), 287-314. https://doi.org/10.1007/s10734-004-6386-5
dc.relation/*ref*/Herr, K. & Anderson, G. L. (2015). The action research dissertation: A guide for students and faculty. Sage Publications.
dc.relation/*ref*/Herreid, C. F. (2006). 'Clicker' cases: Introducing case study teaching into large classrooms. Journal of College Science Teaching, 36(2), 43-47.
dc.relation/*ref*/Herreid, C. F. & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
dc.relation/*ref*/Herzberg, F. (2003). One more time: How do you motivate employees? https://hbr.org/2003/01/one-more-time-how-do-you-motivate-employees.
dc.relation/*ref*/Hidi, S. & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151
dc.relation/*ref*/Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
dc.relation/*ref*/Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368
dc.relation/*ref*/Hounsell, D. (2007). Towards more sustainable feedback to students. In: Boud, D. & Falchikov, N. (Eds.) Rethinking Assessment in Higher Education. Routledge.
dc.relation/*ref*/Hyytinen, H., Toom, A., & Postareff, L. (2018). Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students. Learning and individual differences, 67, 132-142. https://doi.org/10.1016/j.lindif.2018.08.004
dc.relation/*ref*/Imbeau, M. B. & Tomlinson, C. A. (2010). Leading and managing a differentiated classroom. ASCD.
dc.relation/*ref*/Jacoby, B. (2015). Service-learning essentials: Questions, answers, and lessons learned. Jossey-Bass.
dc.relation/*ref*/Jenkins, A. & Healey, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy.
dc.relation/*ref*/Jenkins, A., Healey, M., & Zetter, R. (2007). Linking teaching and research in disciplines and departments. The Higher Education Academy.
dc.relation/*ref*/Jenkins, A. & Healey, M. (2009). Developing the student as a researcher through the curriculum. Oxford Centre for Staff and Learning Development.
dc.relation/*ref*/Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. Clearinghouse on Higher Education, The George Washington University.
dc.relation/*ref*/Johnson, R. B. & Christensen, L. (2016). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
dc.relation/*ref*/John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3-4), 191-206. https://doi.org/10.1080/00461520.1996.9653266
dc.relation/*ref*/Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34-37.
dc.relation/*ref*/Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613
dc.relation/*ref*/Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational technology research and development, 48(4), 63-85. https://doi.org/10.1007/BF02300500
dc.relation/*ref*/Jonsson, A. & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational research review, 2(2), 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
dc.relation/*ref*/Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S., & Sammon, S. (2007). Inquiry in higher education: Reflections and directions on course design and teaching methods. Innovative Higher Education, 31(4), 201-214. https://doi.org/10.1007/s10755-006-9021-9
dc.relation/*ref*/Kearney, K. & Hyle, A. E. (2004). Drawing out emotions in organizations: The use of participant-produced drawings in qualitative inquire. Qualitative Research, 4(3), 361-383. https://doi.org/10.1177/1468794104047234
dc.relation/*ref*/Kehm, B. M. & Teichler, U. (Eds.). (2013). The academic profession in Europe: New tasks and new challenges. Springer Science & Business Media. https://doi.org/10.1007/978-94-007-4614-5
dc.relation/*ref*/Keller, J. M. (1983). Motivational design of instruction. In Instructional design theories and models: An overview of their current status (pp. 383-434). Lawrence Erlbaum Associates.
dc.relation/*ref*/Kellner, D. & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S. R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). Peter Lang Publishing.
dc.relation/*ref*/Kemmis, S. & McTaggart, R. (1988). The action research planner. Deakin University.
dc.relation/*ref*/Kiely, R. (2005). A transformative learning model for service-learning: a longitudinal case study. Michigan Journal of Community Service Learning, 12(1), 5-22.
dc.relation/*ref*/Kincheloe, J. L. (2011). Critical ontology: Visions of selfhood and curriculum. In Key works in critical pedagogy (pp. 201-217). Brill. https://doi.org/10.1007/978-94-6091-397-6_17
dc.relation/*ref*/King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum. Teaching of Psychology, 22(1), 13-17. https://doi.org/10.1207/s15328023top2201_5
dc.relation/*ref*/King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134-152. https://doi.org/10.1037/0022-0663.90.1.134
dc.relation/*ref*/Kingdon, J. W. (1984). Agendas, Alternatives, and Public Policies. Little, Brown.
dc.relation/*ref*/Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 2003(93), 5-18. https://doi.org/10.1002/tl.85
dc.relation/*ref*/Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1
dc.relation/*ref*/Kohn, A. (1986). No contest: The case against competition. Houghton Mifflin and Company.
dc.relation/*ref*/Kolmos, A. & de Graaff, E. (2015). Problem-based and project-based learning in engineering education: merging models. In Johri, A. & Olds, B.M. (Eds.). Cambridge Handbook of Engineering Education Research (pp. 141-160). Cambridge University Press.
dc.relation/*ref*/Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13. https://doi.org/10.19173/irrodl.v9i3.523
dc.relation/*ref*/Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1998). Inquiry in project-based science classrooms: initial attempts by middle school students. Journal of the Learning Sciences, 7(3-4), 313-350. https://doi.org/10.1080/10508406.1998.9672057
dc.relation/*ref*/Krajcik, J. & Blumenfeld, P. (2006). Project-based learning. In The Cambridge handbook of the learning sciences, (pp. 317-333). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.020
dc.relation/*ref*/Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 22(1), 5-22. https://doi.org/10.1016/j.compcom.2004.12.004
dc.relation/*ref*/Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
dc.relation/*ref*/Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2008). Student success in college: Creating conditions that matter. Jossey-Bass.
dc.relation/*ref*/Kuh, G. D. (2013). Ensuring quality & taking high-impact practices to scale. American Association of Colleges and Universities.
dc.relation/*ref*/Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181. https://doi.org/10.1111/1467-8721.00088
dc.relation/*ref*/Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-113. https://doi.org/10.1080/00461520701263376
dc.relation/*ref*/Kuhn, T. S. (1962). The structure of scientific revolutions. The University of Chicago.
dc.relation/*ref*/Kumar, R. (2011). Research methodology: A step-by-step guide for beginners (3rd ed.). Sage Publications Ltd.
dc.relation/*ref*/Kumar, S. & Bhattacharjee, S. (2022). Scientometric analysis of research output among central universities of North-East India during 2012-2020. https://doi.org/10.2139/ssrn.4181306
dc.relation/*ref*/Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
dc.relation/*ref*/Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
dc.relation/*ref*/Leavy, P. (2017). Research design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. Guilford Press. https://doi.org/10.1111/fcsr.12276
dc.relation/*ref*/Lee, V. S. (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Routledge.
dc.relation/*ref*/Lemke, J. L. (2004). The literacies of science. In E.W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 33-47). National Science Teachers Association. https://doi.org/10.1598/0872075192.2
dc.relation/*ref*/Levin, B. (2001). Reforming education: From origins to outcomes. Routledge.
dc.relation/*ref*/Levin, P. (2011). Excellent dissertations! Open University Press.
dc.relation/*ref*/Levitin, D. J. (2016). A field guide to lies: Critical thinking in the information age. Dutton.
dc.relation/*ref*/Levy, P. & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85-101. https://doi.org/10.1080/03075079.2010.499166
dc.relation/*ref*/Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
dc.relation/*ref*/Lila, M., Catalá, A., Conchell, R., García, A., Lorenzo, M. V., Pedrón, V. y Terreros, E. (2010). Una experiencia de investigación, formación e intervención con hombres penados por violencia contra la mujer en la Universidad de Valencia: Programa Contexto. Psychosocial Intervention, 19(2), 167-179. https://doi.org/10.5093/in2010v19n2a8
dc.relation/*ref*/Lizzio, A. & Wilson, K. (2004). Action learning in higher education: An investigation of its potential to develop professional capability. Studies in Higher Education, 29(4), 469-488. https://doi.org/10.1080/0307507042000236371
dc.relation/*ref*/London Management Centre. (2023). The benefits of collaborative learning: How peer interaction enhances learning. https://www.lmcuk.com/knowledge-resource/lmc-blog/2023/09/25/the-benefits-of-collaborative-learning-how-peer-interaction-enhances-learning/
dc.relation/*ref*/Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6(4), 297-306. https://doi.org/10.1187/cbe.07-06-0039
dc.relation/*ref*/Lopatto, D. (2010). Science in solution: The impact of undergraduate research on student learning. Research Corporation for Science Advancement.
dc.relation/*ref*/Lovitts, B. E. (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137-154. https://doi.org/10.1080/03075070500043093
dc.relation/*ref*/Lunsford, L. G. (2012). Doctoral advising or mentoring? Effects on student outcomes. Mentoring & Tutoring: Partnership in Learning, 20(2), 251-270. https://doi.org/10.1080/13611267.2012.678974
dc.relation/*ref*/Maguire, M. & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J, 9(3), 3351-33514.
dc.relation/*ref*/Manathunga, C. (2012). 'Team' supervision: new positionings in doctoral education pedagogies. In Lee, A. & Danby, S. (Eds.). Reshaping Doctoral Education. Routledge. https://doi.org/10.4324/9780203142783
dc.relation/*ref*/Marginson, S. (2000). Rethinking academic work in the global era. Journal of Higher Education Policy and Management, 22(1), 23-35. https://doi.org/10.1080/713678133
dc.relation/*ref*/Marginson, S. (2006). Dynamics of national and global competition in higher education. Higher Education, 52(1), 1-39. https://doi.org/10.1007/s10734-004-7649-x
dc.relation/*ref*/Marginson, S. (2007). Global position and position taking: The case of Australia. Journal of Studies in International Education, 11(1), 5-32. https://doi.org/10.1177/1028315306287530
dc.relation/*ref*/Marginson, S. & Van der Wende, M. (2007). To rank or to be ranked: The impact of global rankings in higher education. Journal of Studies in International Education, 11(3-4), 306-329. https://doi.org/10.1177/1028315307303544
dc.relation/*ref*/Marginson, S. (2016). Higher education and the common good. Melbourne University Press.
dc.relation/*ref*/Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Association for Supervision and Curriculum Development.
dc.relation/*ref*/Mayer-Schönberger, V. & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think. Houghton Mifflin Harcourt.
dc.relation/*ref*/Mayhew, M. J. & Fernández, S. D. (2007). Pedagogical practices that contribute to social justice outcomes. Review of Higher Education, 31(1), 55-80. https://doi.org/10.1353/rhe.2007.0055
dc.relation/*ref*/McLean, M. & Abbas, A. (2009). The 'biographical turn' in university sociology teaching: A Bernsteinian analysis. Teaching in Higher education, 14(5), 529-539. https://doi.org/10.1080/13562510903186725
dc.relation/*ref*/McNiff, J. (2013). Action research: Principles and practice. Routledge. https://doi.org/10.4324/9780203112755
dc.relation/*ref*/McNiff, J. (2014). Writing and doing action research. SAGE Publications Ltd. https://doi.org/10.4324/9781315738499
dc.relation/*ref*/Mercer, N. & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge. https://doi.org/10.4324/9780203946657
dc.relation/*ref*/Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
dc.relation/*ref*/Merseth, K. K. (1991). The case for cases in teacher education. AACTE Publications.
dc.relation/*ref*/Merton, R. K. (1973). The sociology of science: Theoretical and empirical investigations. University of Chicago Press.
dc.relation/*ref*/Merton, R. (1988). The Matthew Effect in Science, II: Cumulative advantage and the symbolism of intellectual property. ISIS, 79(299), 606-623. https://doi.org/10.1086/354848
dc.relation/*ref*/Meyer, J. H., Shanahan, M. P., & Laugksch, R. C. (2005). Students' conceptions of research: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49(3), 225-244. https://doi.org/10.1080/00313830500109535
dc.relation/*ref*/Morphew, C. C. (2009). Conceptualizing change in the institutional diversity of US colleges and universities. Journal of Higher Education, 80(3), 243-269. https://doi.org/10.1080/00221546.2009.11779012
dc.relation/*ref*/Morphew, C. C. & Swanson, C. (2011). On the efficacy of raising your university's rankings. In: Shin, J., Toutkoushian, R., Teichler, U. (eds.) University Rankings. The Changing Academy - The Changing Academic Profession in International Comparative Perspective, vol. 3. Springer. https://doi.org/10.1007/978-94-007-1116-7_10
dc.relation/*ref*/Moursund, D. (1999). Project-based learning using information technology. International Society for Technology in Education.
dc.relation/*ref*/Mulder, H., Longnecker, N., & Davis, L. S. (2008). The state of science communication programs at universities around the world. Science Communication, 30(2), 277-287. https://doi.org/10.1177/1075547008324878
dc.relation/*ref*/Narváez, M. A., Rengifo, L., Bucheli, M., Padilla, M. D., Gómez, F. C. y Cassetta, J. P. (2020). Semilleros de investigación: experiencia formativa. Editorial UNIMAR.
dc.relation/*ref*/Narváez-Gómez, M. A. (comp.). (2019). Investigación formativa para la transformación social. Editorial UNIMAR.
dc.relation/*ref*/Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson Education Limited.
dc.relation/*ref*/Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher education, 23(2), 159-171. https://doi.org/10.1007/BF00143643
dc.relation/*ref*/Neumann, R. (1994). The teaching-research nexus: Applying a framework to university students' learning experiences. European Journal of Education, 123-139. https://doi.org/10.2307/1503744
dc.relation/*ref*/Newby, P. (2014). Research Methods for Education. Routledge. https://doi.org/10.4324/9781315758763
dc.relation/*ref*/Newell, W. H. & Green, W. J. (1982). Defining and teaching interdisciplinary studies. Improving College and University Teaching, 30(1), 23-30. https://doi.org/10.1080/00193089.1982.10533747
dc.relation/*ref*/Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2016). Early career teachers' emotion and emerging teacher identities. Teachers and Teaching, 23(4), 406-421. https://doi.org/10.1080/13540602.2016.1211099
dc.relation/*ref*/Nicol, D. J. & Macfarlane-Dick, D. (2007). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
dc.relation/*ref*/Nunamaker Jr, J. F., Briggs, R. O., & Mittleman, D. D. (2001). Lessons from a dozen years of group support systems research: A discussion of lab and field findings. Journal of management information systems, 13(3), 163-207. https://doi.org/10.1080/07421222.1996.11518138
dc.relation/*ref*/Oakleaf, M. (2010). The value of academic libraries: A comprehensive research review and report. Association of College and Research Libraries.
dc.relation/*ref*/Organisation for Economic Cooperation and Development (OECD). (2019). Education at a Glance 2019: OECD Indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
dc.relation/*ref*/Ovseiko, P. V., Greenhalgh, T., Adam, P., Grant, J., Hinrichs-Krapels, S., Graham, K. E., Valentine, P. A., Sued, O., Boukhris, O. F., Al Olaqi, N. M., Al Rahbi, I. S., Dowd, A. M., Bice, S., Heiden, T. L., Fisher, M. D., Dopson, S., Norton, R., Pollit, A., … & Buchan, A. M. (2017). A global call for action to include gender in research impact assessment. Health Research Policy and Systems, 14(50), 85. https://doi.org/10.1186/s12961-016-0126-z
dc.relation/*ref*/Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
dc.relation/*ref*/Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
dc.relation/*ref*/Pearce, J. M. (2012). The case for open source appropriate technology. Environment, Development and Sustainability, 14(3), 425-431. https://doi.org/10.1007/s10668-012-9337-9
dc.relation/*ref*/Piaget, J. (1952). The origins of intelligence in children. International University Press. https://doi.org/10.1037/11494-000
dc.relation/*ref*/Piaget, J. (1954). The construction of reality in the child. Basic Books.
dc.relation/*ref*/Piaget, J. (1970). Science of education and the psychology of the child (D. Coltman, Trad.). Orion Press.
dc.relation/*ref*/Popham, W. J. (2008). Transformative assessment. ASCD.
dc.relation/*ref*/Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571. https://doi.org/10.1016/j.tate.2006.11.013
dc.relation/*ref*/Powell, K. C. & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
dc.relation/*ref*/Price, M., Handley, K., Millar, J., & O'Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277-289. https://doi.org/10.1080/02602930903541007
dc.relation/*ref*/Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
dc.relation/*ref*/Prince, M. & Felder, R. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
dc.relation/*ref*/Prince, M., Borrego, M., Henderson, C., Cutler, S., & Froyd, J. (2013). Use of research-based instructional strategies in core chemical engineering courses. Chemical Engineering Education, 47(1), 27-37.
dc.relation/*ref*/Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Open University Press.
dc.relation/*ref*/Provan, K. G., Veazie, M. A., Staten, L. K., & Teufel-Shone, N. I. (2005). The use of network analysis to strengthen community partnerships. Public Administration Review, 65(5), 603-613. https://doi.org/10.1111/j.1540-6210.2005.00487.x
dc.relation/*ref*/Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. Sage Publications.
dc.relation/*ref*/Punch, K. F. & Oancea, A. (2014). Introduction to research methods in education (2nd ed.). Sage Publications Ltd.
dc.relation/*ref*/Rabinobitz, M., Blumberg, F., & Everson, H. T. (Eds.). (2004). The design of instruction and evaluation: Affordances of using media and technology. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410611376
dc.relation/*ref*/Reeves, T. C., McKenney, S., & Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology, 27(1). https://doi.org/10.14742/ajet.982
dc.relation/*ref*/Resnik, D. B. (1998). The Ethics of Science: An Introduction. Routledge.
dc.relation/*ref*/Resnik, D. B. (2020). What is ethics in research & why is it important? https://www.niehs.nih.gov/research/resources/bioethics/whatis
dc.relation/*ref*/Resta, P. & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83. https://doi.org/10.1007/s10648-007-9042-7
dc.relation/*ref*/Rhoten, D. (2016). Interdisciplinary research: Trend or transition. https://items.ssrc.org/from-our-archives/interdisciplinary-research-trend-or-transition/
dc.relation/*ref*/Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L. (2015). Longitudinal associations among undergraduates' research experiences, self-efficacy, and identity. Journal of Research in Science Teaching, 52(6). https://doi.org/10.1002/tea.21221
dc.relation/*ref*/Rogers, C. R. (1983). Freedom to Learn for the 80's. Merrill Publishing Company.
dc.relation/*ref*/Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press. https://doi.org/10.1093/oso/9780195059731.001.0001
dc.relation/*ref*/Roscoe, R. D. & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research, 77(4), 534-574. https://doi.org/10.3102/0034654307309920
dc.relation/*ref*/Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.
dc.relation/*ref*/Rosenshine, B. & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. https://doi.org/10.3102/00346543064004479
dc.relation/*ref*/Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
dc.relation/*ref*/Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. https://doi.org/10.1007/BF00117714
dc.relation/*ref*/Saldaña, R., Hernández, C. A., Pino, S. y Montenegro, L. A. (2021). La educación en tiempos de crisis. Diálogos en torno a lo humano. Campos en Ciencias Sociales, 9(1). https://doi.org/10.15332/25006681.6922
dc.relation/*ref*/Salkind, N. J. (2012). Exploring Research (8th ed.). Pearson Education, Inc.
dc.relation/*ref*/Savage, J. (2000). Ethnography and health care. BMJ, 321(7273), 1400-1402. https://doi.org/10.1136/bmj.321.7273.1400
dc.relation/*ref*/Savery, J. R. & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
dc.relation/*ref*/Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 3. https://doi.org/10.7771/1541-5015.1002
dc.relation/*ref*/Savin-Baden, M. & Major, C. H. (2004). Foundations of Problem-based Learning. McGraw-Hill Education.
dc.relation/*ref*/Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
dc.relation/*ref*/Schön, D. A. (1992). The reflective practitioner: How professionals think in action. Routledge.
dc.relation/*ref*/Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39-83). Rand McNally.
dc.relation/*ref*/Scriven, M. (1991). Evaluation thesaurus (4th ed.). Sage publications.
dc.relation/*ref*/Seymour, E., Hunter, A., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study. Science Education, 88(4), 493-534. https://doi.org/10.1002/sce.10131
dc.relation/*ref*/Shavelson, R. J. & Towne, L. (2002). Scientific Research in Education. National Research Council.
dc.relation/*ref*/Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
dc.relation/*ref*/Silvia, P. (2018). How to write a lot: A practical guide to productive academic writing. APA LifeTools. https://doi.org/10.1037/0000109-000
dc.relation/*ref*/Slaughter, S. & Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. Johns Hopkins University Press.
dc.relation/*ref*/Slaughter, S. & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. Johns Hopkins University Press.
dc.relation/*ref*/Smith, P. L. & Ragan, T. J. (2005). Instructional design. John Wiley & Sons, Inc.
dc.relation/*ref*/Spradley, J. P. (1979). The ethnographic interview. Wadsworth Group.
dc.relation/*ref*/Spronken-Smith, R., Brodeur, J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., & Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry. Teaching & Learning Inquiry, 1(2), 105-118. https://doi.org/10.2979/teachlearninqu.1.2.105
dc.relation/*ref*/Stokols, D., Hall, K. L., Taylor, B. K., & Moser, R. P. (2008). The science of team science. American Journal of Preventive Medicine, 35(2), S77-S89. https://doi.org/10.1016/j.amepre.2008.05.002
dc.relation/*ref*/Stringer, E. T. (2013). Action research. Sage Publications.
dc.relation/*ref*/Strobel, J. & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1), 4. https://doi.org/10.7771/1541-5015.1046
dc.relation/*ref*/Tashakkori, A. & Teddlie, C. (2010). Handbook of mixed methods in social & behavioral research. Sage Publications Inc. https://doi.org/10.4135/9781506335193
dc.relation/*ref*/Teichler, U. (2009). Higher education and the world of work: Conceptual frameworks, comparative perspectives, empirical findings. Sense Publishers. https://doi.org/10.1163/9789087907563
dc.relation/*ref*/Tejeda, M., (2016). La tutoría académica en el proceso de formación docente. Opción, 32(13), 879-899.
dc.relation/*ref*/Tessmer, M. (1993). Planning and conducting formative evaluations. Routledge.
dc.relation/*ref*/The Economist. (2002). Innovation's Golden Goose. https://bayhdolecoalition.org/wp-content/uploads/2023/05/The-Economist-December-14-2002-Innovation_s-Golden-Goose-Article.doc.pdf
dc.relation/*ref*/Thiry, H., Laursen, S. L., & Hunter, A. B. (2011). What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains for STEM undergraduates. The Journal of Higher Education, 82(4), 357-388. https://doi.org/10.1353/jhe.2011.0023
dc.relation/*ref*/Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
dc.relation/*ref*/Thomas, J. & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC, Medical Research Methodology. https://doi.org/10.1186/1471-2288-8-45
dc.relation/*ref*/Thomas, R. M. & Hodges, I. D. (2010). Managing a research project. In Designing and managing your research project: Core skills for social and health research (pp. 131-147). Sage Publications Ltd. https://doi.org/10.4135/9781446289044
dc.relation/*ref*/Thompson-Klein, J. (1996). Crossing boundaries: Knowledge, disciplinarities, and interdisciplinarities. University of Virginia Press.
dc.relation/*ref*/Tight, M. (2003). Researching higher education. Society for Research into Higher Education & Open University Press.
dc.relation/*ref*/Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press. https://doi.org/10.7208/chicago/9780226922461.001.0001
dc.relation/*ref*/Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of higher education, 68(6), 599-623. https://doi.org/10.2307/2959965
dc.relation/*ref*/Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
dc.relation/*ref*/Topping, K. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. https://doi.org/10.1080/01443410500345172
dc.relation/*ref*/Toulmin, S. (2003). The uses of argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511840005
dc.relation/*ref*/Universidad Mariana. (2018). Una oportunidad para la divulgación de la investigación formativa y la formación para la investigación: IV Exposición de Trabajos de Investigación. Editorial UNIMAR.
dc.relation/*ref*/Visser-Wijnveen, G. J., Van Driel, J. H., Van der Rijst, R. M., Verloop, N., & Visser, A. (2010). The ideal research‐teaching nexus in the eyes of academics: building profiles. Higher Education Research & Development, 29(2), 195-210. https://doi.org/10.1080/07294360903532016
dc.relation/*ref*/Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
dc.relation/*ref*/Wagner, T., Kegan, R., Lahey, L., Lemons, R. W., Garnier, J., Helsing, D., Howell, A., & Thurber, H. (2005). Change leadership: A practical guide to transforming our schools. Jossey-Bass.
dc.relation/*ref*/Weaver, G. C., Russell, C. B., & Wink, D. J. (2008). Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chemical Biology, 4(10), 577-580. https://doi.org/10.1038/nchembio1008-577
dc.relation/*ref*/Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21-39. https://doi.org/10.1016/0883-0355(89)90014-1
dc.relation/*ref*/Weller, M. (2007). Virtual learning environments: Using, choosing and developing your VLE. Routledge. https://doi.org/10.4324/9780203964347
dc.relation/*ref*/Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School.
dc.relation/*ref*/Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
dc.relation/*ref*/Wieman, C. & Gilbert, S. (2015). Transforming science education at large research universities: A case study in progress. Change: The Magazine of Higher Learning, 47(2), 6-14. https://doi.org/10.1080/00091383.2015.996077
dc.relation/*ref*/Willison, J., Peirce, E. J., Al-Sarawi, S., Donnelly, F., Ricci, M., & W. -H. Ng, B. (2020). Handbook for research skill development and assessment in the curriculum. Australian Learning and Teaching Council Ltd.
dc.relation/*ref*/Wilsdon, J., Allen, L., Belfiore, E., Campbell, P., Curry, S., Hill, S., Jones, R., Kain, R., Kerridge, S. R., Thelwall, M., Tinkler, J., Viney, I., Wouters, P., Hill, J., & Johnson, B. (2015). The metric tide: Report of the independent review of the role of metrics in research assessment and management. HEFCE. 10.13140/RG.2.1.4929.1363 https://doi.org/10.4135/9781473978782
dc.relation/*ref*/Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175. https://doi.org/10.3102/00346543072002131
dc.relation/*ref*/Winefield, A. H., Gillespie, N., Stough, C., Dua, J., Hapuarachchi, J., & Boyd, C. (2003). Occupational stress in Australian university staff: Results from a national survey. International Journal of Stress Management, 10(1), 51-63. https://doi.org/10.1037/1072-5245.10.1.51
dc.relation/*ref*/Woelert, P. & Millar, V. (2013). The 'paradox of interdisciplinarity' in Australian research governance. Higher Education, 66(6), 755-767. https://doi.org/10.1007/s10734-013-9634-8
dc.relation/*ref*/Wolcott, H. F. (2008). Ethnography: A way of seeing. Altamira Press.
dc.relation/*ref*/Woods, D. R. (2000). Helping your students gain the most from PBL. In Problem based learning: An approach to medical education (pp. 31-51). Springer Publishing Company.
dc.relation/*ref*/Yin, R. K. (2013). Case study research: Design and methods (5th ed.). Sage Publications.
dc.relation/*ref*/Zamorski, B. (2002). Research-led teaching and learning in higher education: a case. Teaching in Higher Education, 7(4), 411-427. https://doi.org/10.1080/135625102760553919
dc.relation/*ref*/Zeichner, K. M. (1993). Connecting genuine teacher development to the struggle for social justice. Journal of Education for Teaching: International Research and Pedagogy, 19(1), 5-20. https://doi.org/10.1080/0260747930190102
dc.relation/*ref*/Zembal-Saul, C., Krajcik, J., & Blumenfeld, P. (2002). Elementary student teachers' science content representations. Journal of Research in Science Teaching, 39(6), 443-463. https://doi.org/10.1002/tea.10032
dc.relation/*ref*/Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
dc.relation/*ref*/Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
dc.relation/*ref*/Zuber-Skerritt, O. & Fletcher, M. (2007). The quality of an action research thesis in the social sciences. Quality Assurance in Education, 15(4), 413-436. https://doi.org/10.1108/09684880710829983
dc.relation/*ref*/Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2002). Impact of undergraduate research experience in engineering. Journal of Engineering Education, 91(2), 151-157. https://doi.org/10.1002/j.2168-9830.2002.tb00687.x
dc.sourceEditorial UNIMAR;es-ES
dc.subjectFormación en investigaciónes-ES
dc.subjectinvestigación formativaes-ES
dc.subjectBilingüísmoes-ES
dc.subjectIngléses-ES
dc.subjectPedagogíaes-ES
dc.subjectEducación Superiores-ES
dc.titleFormación en investigación e investigación formativa en la educación superiores-ES
dc.typeLibroes-ES
dc.typees-ES


Ficheros en el ítem

FicherosTamañoFormatoVer

No hay ficheros asociados a este ítem.

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem