Tendencias didácticas en los procesos de Enseñanza-Aprendizaje: una perspectiva bibliométrica

Autores/as

DOI:

https://doi.org/10.47058/joa6.7

Palabras clave:

bibliometría, tendencias, enseñanza, aprendizaje, Scopus

Resumen

Las tendencias de la didáctica en los procesos de enseñanza-aprendizaje han tenido un impacto significativo a nivel mundial por los cambios tecnológicos y por la evolución de las técnicas y procesos de enseñanza-aprendizaje. Los nuevos métodos de enseñanza se han convertido en un tema candente que llama la atención de la comunidad científica. El objetivo de investigación fue mostrar la evolución de la producción científica respecto a las tendencias didácticas en los procesos de enseñanza-aprendizaje indexada en Scopus, la cual es una de las mayores bases de datos de citas, resúmenes y otras métricas de diferentes tipos de documentos desarrollados por investigadores. Se utilizó la bibliometría cuantitativa como método de investigación para describir los términos más relevantes respecto a palabras clave, país de origen, revistas científicas y acoplamiento bibliográfico. De los 844 documentos descargados, se encontró que en los últimos 10 años se desarrolló el 63,39% del total de las producciones, siendo Estados Unidos el país con más documentos (21.09%), mostrando que la revista con el mayor número de producciones fue Lecture Notes in Computer Science con 14 publicaciones, además las palabras con mayor co-ocurrencia fueron Teaching y Education, y los autores que más produjeron fueron Hung y Zhang.

Citas

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Publicado

2022-01-01

Cómo citar

Ramos-Meza, C. S. (2022). Tendencias didácticas en los procesos de Enseñanza-Aprendizaje: una perspectiva bibliométrica. Journal of the Academy, (6), 105-126. https://doi.org/10.47058/joa6.7

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