Aportes latinoamericanos al proceso de aprendizaje dentro del laboratorio de pregrado
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El laboratorio es parte fundamental en los cursos de química debido a su capacidad de articular ambientes únicos de aprendizaje. A pesar de ello, se reportan cuestionamientos asociados a la falta de evidencia empírica que demuestren sus efectos en el aprendizaje. Con la finalidad de contribuir a esta brecha, se reporta una revisión bibliográfica enfocada en los aportes de autores afiliados a instituciones latinoamericanas respecto al aprendizaje en el laboratorio de química para nivel universitario. Se identificaron 80 artículos, los cuales destacan por ser escritos principalmente por autores brasileños (43%), mayormente en inglés (83%) y principalmente en el Journal of Chemical Education (61%). Estos documentos se caracterizan por ser innovaciones curriculares (91%) con un enfoque disciplinar y presentar intencionalidades pedagógicas y metodologías para la evaluación del aprendizaje diversas y no articuladas. Estos resultados muestran que los aportes latinoamericanos están centrados en el contenido disciplinar, lo cual da espacio a nuevas investigaciones centradas en otros aspectos del aprendizaje en el laboratorio. Finalmente, es recomendable que los investigadores puedan especificar en sus publicaciones aspectos como los objetivos de sus propuestas de laboratorio, las bases teóricas con las cuales se establece el aprendizaje y los instrumentos empleados para su medición.
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