Training Educational Researchers in Science and Mathematics: A Case Study Through a Binational Workshop Mexico-UK

Training Educational Researchers in Science and Mathematics: A Case Study Through a Binational Workshop Mexico-UK

María-Soledad Ramírez-Montoya (Tecnologico de Monterrey, Mexico)
DOI: 10.4018/978-1-5225-2026-9.ch001
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This chapter presents a case study about the construction of knowledge that was generated through the project “Training directed to Researchers with Interest in Science and Mathematics Education”, where participating students had the experience of building knowledge by creating a research paper. The case presents theoretical conceptualizations of the construction of knowledge in doctoral programs students, contextual description of the project and its participants, the process of construction of knowledge by participating students through the workshop, the processes by participating teachers and the networking opportunities that arose from the project.
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Literature Review

The evolution of a society is achieved through the transformation of education. Carrying it out requires educational research with the purpose of improving teaching practices (Oliva, 2011). It is through the study of teaching practices, the creation of new knowledge and the development and communication of innovations, that these changes occur (Lopez, Sañudo & Maggi, 2013). The acquisition of research competencies that allow to contextualize and analyze a problem to propose innovative solutions is necessary (Fernández and Cardenas, 2014; Saldarriaga, 2016). Hence the importance of the training of researchers.

Training educational researchers involves scientific and technological processes to develop individuals with knowledge, methodologies and an attitude of social commitment to provide options for improvement. The Research Competencies Scale (RCS), developed by Swank and Lambie (2016) to evaluate the mastery of skills to identify gaps in the literature review, use of methodology, research ethics, and dissemination of results, is a tool that, although it is in the stage of validation, is useful for self-assessment on the level of research skills. The construction of knowledge through networks with intersection nodes to build collaboratively is highly valued to broaden the vision and impact of researchers (Ramirez-Montoya, 2012) and of technological knowledge management systems that will enable the nodes’ connection and the visibility of the scientific and academic production of doctoral programs (García-Holgado, García-Peñalvo & Rodriguez-Conde, 2015). In short, the challenges and possibilities in training doctoral students create endless possibilities for generating epistemological, scientific and technological knowledge.

Key Terms in this Chapter

Integral Knowledge: Positive integration of attitude, abilities and knowledge.

“Research” Competency: Control and use of disciplinary, methodologic, circumstantial knowledge applied on solving social and educational problems that have as a necessary condition the production of knowledge.

Binational Workshop: Training experience shared by communities from two countries.

Training of Researchers: Process by which to form subjects with knowledge, methodology and social commitment attitudes to contribute bettering options.

Scientific-Intellectual Research Competencies: Knowledge and use of concepts and content to apply in situations for inquiry.

Technical Instrumental Research Competencies: Knowledge and use of tools and procedures in situations for inquiry.

Academic Networks: Linkage of people from education related communities collaborating with a common objective.

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