NATION ADDRESS

NAL
ACADEMIC MANAGEMENT

Studies
General

Techniques and Methods

Investigative
of Learning

CODE: 8900 1300

000977

NATIONAL INDUSTRIAL WORK TRAINING SERVICE

 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

AUTHORIZATION AND DISSEMINATION

WRITTEN DIDACTIC MATERIAL

CYCLE : GENERAL STUDIES

COURSE: LEARNING TECHNIQUES AND METHODS

INVESTIGATIVE

Wit th purposeof standardize

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authorizes the APPLICATION
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written
s, Eteaching
AND INVESTIGATIVE
material referring to LEARNING METHODS
. UES

The Zonal Directors and Heads of Vocational Training Centers are responsible for their
dissemination and timely
application.

DOCUMENT APPROVED BY THE

SENATI ACADEMIC MANAGER

No. of Pages: 43.. ...…

……………… ……......
Signature: ………………………………….
….. Lic. Jorge Chavez
Escobar
Date: ………………………….. ……….
.

GENERAL STUDIES 1
 INDEX

1. Introduction.
2. Human development.
3. Investigative learning.
4. Knowledge.
4.1. Concept.
Types of knowledge.
Characteristics of scientific knowledge.
4.2. Science and scientific method.
4.3. Investigate.
Importance of research. Scientific
method.
5. Phases of the project method.
5.1. Inform.
5.1.1. Statement of the problem
(Task/Project).
5.1.2. Bibliographic review. The
sources.
Information storage.
Conceptual maps.
Types of documents.
5.2. To plan.
5.3. Decide.
5.4. Execute.
5.5. Check.
5.6. Appreciate.
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
1. INTRODUCTION.

This booklet is intended to train and develop investigative learning skills that
allow SENATI students to build a broad overview of their specialty/career.

The psyche of the human being is made up of the set of psychological functions
and processes that serve as a bridge for the relationship between the person
and their environment, which guide or direct any adaptive change to survive
and prosper. The function that allows acquiring or assuming new behavioral
dispositions is learning.

By carrying out research projects, the student assumes greater responsibilities

in developing skills and applying the knowledge provided by the teacher in
learning environments. The role of the teacher is to constantly facilitate
learning, allowing effective guidance that favors investigative work, for which
the student must apply active methods, which will facilitate more solid and
significant learning in the student, which will allow them to have more effective
tools to face situations. that lead them to rescue, understand and apply what
they learn as a tool to solve problems or propose technological innovations

By applying investigative learning, the student will be able to insert himself with
strengths into the opportunities and threats of today's society.

2. HUMAN DEVELOPMENT.

Human development is a process through which we seek to expand

opportunities for people, increasing their rights and capabilities. This process
includes various aspects of human interaction such as participation, gender
equality, security, sustainability, guarantees of human rights and others that are
recognized by people as necessary to be creative and live in peace.

The latest Human Development reports point out that all countries, even the
poorest, need to encourage research and access to new technologies. If this
does not happen, there is a risk of being left behind in human development and
marginalized from the world economy.

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 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

HUMAN DEVELOPMENT AND RESEARCH LEARNING.

INFORM

APPRECIATE TO PLAN

CONTROL DECIDE
A.R.

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 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

CARRY OUT

SPECIALTY:

………………………………………………………….……………………….

Example: Industrial Administration

STRENGTHS WEAKNESSES

I am messy
I am a planner

GENERAL STUDIES 5
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
OPPORTUNITIES THREATS

Graduates of other
Industry Development institutions
…

3. KNOWLEDGE.

3.1. CONCEPT.

Knowledge is the apprehension or capture of the image of an object. The image

of the object is constituted by the set of qualities or properties of that object.
The apprehension or capture of qualities is mental, it is not a physical capture,
like picking up a pencil. I know a friend, for example, if I know his qualities that
distinguish him from other people. If, for example, I know that he is self-
confident, responsible, loyal, attentive, generous. And I can also know his

GENERAL STUDIES 6
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
physical qualities, for example, tall, white, skinny, young, black hair. Or you
could know an object, for example, a car, whose qualities could be the make,
model, condition, color, four-door model, new, green, etc.

I do not know a person or thing if I cannot account for any of its qualities or
characteristics. Of one person, who has just been introduced to me, I can say
that I do not know him.

It is the relationship that exists between a knowing object and a knowable

object, where the knowing subject intentionally aims to apprehend the essential
qualities of the knowable object in order to then form a representation.

Example:
The study carried out by an archaeologist (knowable subject) of the
archaeological remains of a given culture (knowable object).

COMPONENTS OF THE ACT OF KNOWLEDGE.

Knowing subject. It is every conscious human being, who intentionally aims

to capture and learn the essential qualities of the object.

Example: A biologist performing a laboratory experiment.

Knowable object. It is every fact, phenomenon, thing of reality, that is,

everything that exists whose properties can be learned by the subject.

Example: The brain is the object of study of neurology.

Representation. It is the idea, image or concept that the subject forms in his
mind after capturing the qualities of the object.

Example: The concept of mammal that we form after observing animals that
in their first years of life feed through their mammary glands.

GENERAL STUDIES 7
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

Knowledge to

Components Guys

Knowledge
Knowing Subject
vulgar

Knowledge Scientist
Knowable Object

Knowledge
Representation
Philosophic
al

TYPES OF KNOWLEDGE.

a. Vulgar Knowledge. It is the knowledge of the world and the environment

that people use every day. It has been acquired throughout each person's
existence as a result of their experiences, contact with the world and with
other people.

Vulgar knowledge is doubtful but it has the characteristic that for people it
is plausible knowledge because it seems reasonable or very probable to
us because it is widely shared with others.

Examples:

1. The phone always rings when I'm in the shower.

2. I lose my keys only when I'm in a hurry.

b. Scientific Knowledge. It is focused more on the why of things and its

systematic characteristics and proven security.

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Examples:

1. The students at Colegio 2030 de Comas have a low level of reading

comprehension and their level of academic performance is low.
2. The rate of lung cancer is higher among smokers than non-smokers.

c. Philosophical Knowledge : It is the knowledge that comes from

systematic and methodical reflection about the ultimate truths of human
existence and everything that surrounds us. Originally, philosophical
knowledge encompassed or included knowledge about the nature of the
world and human beings, but as philosophy and philosophers discovered
laws of nature, they became separated from philosophy.

GENERAL STUDIES 9
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Example of Philosophical Knowledge:

“The precise equidistance to various points of the circumference is not found except
in God, because he alone is infinite equality.

All infinite distances are always equal.

Practice

Depending on the specialty, identify:

Knowledge Knowledge Knowledge

Vulgar Scientist Philosophical

1. _________________ 1. __________________ 1. _______________

_________________ __________________ _______________
_________________ __________________ _______________
_________________ __________________ _______________
2. _________________ 2. __________________ 2. _______________
_________________ __________________ _______________

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 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
_________________ __________________
_______________ _________________ __________________
_______________

10
CHARACTERISTICS OF SCIENTIFIC KNOWLEDGE.

a. Objective : When it corresponds to the reality of the object and describes

or explains it as it is, and not as we would like it to be.

Scientific knowledge is fallible, inaccurate and provisional, since truths

considered objective, definitive and demonstrated in a historical moment
are discarded or replaced in another.

A journalist, for example, is objective if in his information he tells how the events
happened, without altering or distorting them.

Example: The earth is a planet, it is objective knowledge because that is what

happens in reality.

b. Factual : The source of information and response to problems is

experience, that is, facts or phenomena of reality external to the
researcher.

c. Rational : Science uses reason as an essential way to reach its results.

This characteristic allows the coherent systematization of well-founded
statements, and the achievement of a theory or a systematic and rational
set of ideas about the reality in question.

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 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

Example : a hypothesis in Biology is tested through a laboratory experiment.

d. Testable : Scientific knowledge must be tested, intersubjectively

contrasted through experience in the light of objective knowledge.

e. Systematic : It is ordered, consistent and coherent knowledge in its

elements, an interrelated whole integrated into a system. Isolated
knowledge cannot be considered scientific.

f. Methodical : Scientific knowledge is the result of a rigorous methodology.

It is obtained through the application of carefully developed plans to
respond to questions or problems.

11
His status as a scientist is supported by the reliability of the procedures and
strategies used to obtain it.

g. Communicable : Expressed in appropriate and precise language, in terms

of unequivocal significance recognized and accepted by the scientific
community. The use of clear and precise language will facilitate
communicability of the content.

h. Analytical : Contractibility and objectivity are facilitated by this analytical

procedure that consists of sectioning reality in order to address it with
greater guarantees.

3.2. SCIENCE AND SCIENTIFIC METHOD.

SCIENCE.

The word science derives from the Latin scientia, which has a broad meaning and
means “knowledge, doctrine, erudition or practice.”

It is systematized knowledge, developed through observations, reasoning and

methodically organized tests. Science uses different technical methods for the
acquisition and organization of knowledge about the structure of a set of

GENERAL STUDIES
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
objective facts accessible to various observers, in addition to being based on a
criterion of truth and permanent correction.
SIERRA BRAVO, 1984.

Science is the organized set of knowledge about reality obtained through the
scientific method.
DENDALUCE, 1988

Rigorous, methodical and systematic mode of knowledge that aims to optimize the
information available regarding problems of theoretical and/or practical origin.

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INVESTIGATE.

Why is it important to learn to

investigate?

The 2001 human development report

points out that all countries, even the
poorest, need to implement policies that
encourage research and access to new technologies.

Otherwise, there is a risk of being left behind in human development (quality of

life) and marginalized from the global economy. In 1999, Latin America and the
Caribbean invested only 19% of the world's investment in research and
experimental development. The United States allocated about 913 dollars per
person, Brazil on average 42 dollars and Peru 1.65 dollars (similar to Ecuador,
Nicaragua and the Savior).

It is not enough to be astute and creative, but investment in quality education seems to
be necessary to produce knowledge and technology.

Some maintain that research in science and technology is more important than
that which can be developed in the social sciences. However, all of these areas
are equally important for enriching human development. For example, if we do
not produce literature, social science essays or films about ourselves as
Peruvians, it will be difficult for us to build a clear image of who we are, what we
want and what virtues we have to build our Peru.

GENERAL STUDIES 14
 Case

Imagine that the last few nights you have not been able to
sleep well since you have been
INVESTIGATIVE gettingTECHNIQUES
LEARNING up frequently.AND METHODS

This is unusual for you, as you usually sleep very well.

What could be causing the problem? You're close to final
exams and you've been studying late. Will worry about
exams be the cause of bad nights? That doesn't seem to be
the explanation, since you've been in exams many times,
and you haven't had any problems sleeping. Can you
identify anything else unusual in recent days? It's been cold
Let's take the and you've been drinking copious amounts of tea while case presented
to studying. That may explain the problem: tea contains a understand how
stimulant substance caffeine that may have been affecting
the scientific method is used
your sleep.
to answer certain
questions we ask ourselves.

to) Appearance of disconcerting facts.

Why the bad nights before exam week if something like this had never
happened before?

b) Identification of factors: could they explain the disconcerting facts?

( hypothesis):
The caffeine contained in tea may be responsible for sleep problems since this
substance is a stimulant.

c) Test of possibilities explanations:

We need to find evidence about the veracity of the possible explanations
we propose. It may happen that the key factors that we identify as
causing the events that baffle us are false explanations. To do this we
need to perform some hypothesis testing.

INVESTIGATE.

Conceptualization:

It is the activity that applies the scientific method through a process.

KERLINGER, I. (1979).

GENERAL STUDIES 15
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
Systematic, empirical, controlled and critical investigation of hypothetical-
theoretical propositions about relationships and assumptions that exist between
phenomena.

ALARCÓN (1991).

Methodical investigation of a phenomenon or group of phenomena, with the

intention of explain them.
discover or

NOTTER, LE; HOTL, JR (1992)

.

Systematic study to discover facts or theories of analysis in order to obtain

answers valid to questionsraised ei solutions t issues
identified. th o

PRACTICE

In your specialty, choose a case you would be interested in investigating:

Case:

a) Appearance of disconcerting facts:

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

GENERAL STUDIES 16
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
b) Identification of factors:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

c) Test of possible explanations:

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
COMPONENTS OF THE RESEARCH PROJECT
THE TEENAGER AND TELEVISION

Research Problem. What is known.

Investigation objectives. What you want to know.
Justification. Why you should know.
Theoretical framework. Base to obtain the new
knowledge.
Methodology How will you obtain the
knowledge?
Administrative Aspects When and with what resources
will make
the investigation?

In general, the project is a document that consists of the

description of the study that the researcher proposes to carry out,
tion
that is, it expresses what is going to be investigated.and how it will
be investigated

PHASES OF THE PROJECT METHOD

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 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
1. INFORM.

1.1. Problem Statement .

Stating the problem is to refine and formally structure the research idea. The
problem must be formulated clearly and unambiguously as a question, for
example: Under what conditions...? How is it related…?
, etc.

There are three elements to pose a problem: the objectives pursued by the
research, the research questions and the justification for the study.

Now we consider the elements of our investigation:

GOALS. The objectives must be expressed clearly to avoid possible deviations

in the research process and must be achievable; they are the guides of the
study and must be kept in mind throughout its development. Furthermore, the
objectives that are specified must be consistent with each other. It is necessary
to emphasize that during the research additional objectives may arise, initial
objectives may be modified and even replaced by new objectives, depending on
the direction the research takes.

GOALS

RESEARCH QUESTIONS. One or more questions must be asked about the

problem to be studied. Questions should not be posed in ambiguous or abstract
terms. These questions constitute initial ideas that need to be refined and
specified to guide the beginning of a study.
QUESTIONS

GENERAL STUDIES 18
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

JUSTIFICATION OF THE RESEARCH.

The reasons for the research must be stated and therefore it is advisable to
take into account the following criteria: Convenience, social relevance, practical
implications, theoretical value and methodological usefulness.

It is very difficult for an investigation to respond positively to all these criteria;

some can meet only one.
JUSTIFICATION

1.2 BIBLIOGRAPHICAL REVIEW.

The literature review consists of detecting, obtaining the bibliography and other
materials that may be useful for the purposes of the study, from which the
relevant and necessary information that corresponds to our research problem
must be extracted and compiled. This review must be selective because every
year thousands of magazine articles, newspapers, books and other types of
materials in areas of knowledge are published in various parts of the world.

GENERAL STUDIES 19
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

The amount of bibliographyto use in a project will depend

of the depth and rigor expected of the work and of the
y me available for its realization. Information must be read
ocompiled, updated and of good quality.

We must place the bibliographic references of the texts that

We consult when we take notes on an index card or notebook,
when we photocopy something
chapter or when we enter data
on our PC.

THE SOURCES.

Confidence level

First hand Secondhand Third hand

GENERAL STUDIES 20
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
The sourcesare those materials that us servingfor elaborateour
project (books,articles of journals, essays in journals specialized,
diaries, videos, internet pages, company documents, etc.)

Degree of relationship with

the topic

high schools
Primary

It will begin by reviewing bibliography about our specialty.

FOUNTAIN
HE recommends that present the
following features:

- Magazine known or endorsed by a prestigious institution

Article either (university, study center, research center, company, public
Rehearsal institution) has greater reliability than a magazine that does not
(Bulletin or Magazine) have it.

Book
- The source must appear on all photocopies, otherwise it will lose
reliability.

- A book summary does not provide confidence.

- A well-known publisher provides greater credibility.

- A recognized author in his specialty provides greater security.

- It is preferable to consult a book in its original language or a good

translation.

GENERAL STUDIES 21
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
Websites

- Official pages or portals of institutions re known for

its seriousness.

- Is preferable a page that frequently update their

data.

SOURCE REGISTRATION:

Lastname name. Title of the Work . Edition number. City; Publisher, year,
BOOK number of volumes, number of pages.

ARTICLE
Lastname name. "Article title". In: Name of the magazine. Volume
FROM
number, issue number, month and year, pp.121-145.
MAGAZINE
Lastname name. Thesis title . Number of pages of the introduction,
number of pages of the body of the work. Thesis (the degree is indicated:
bachelor's degree, bachelor's degree, master's degree or doctor).
THESIS University
where it was based, city, year.

CHAPTER OF
BOOK OR
ESSAY Lastname name. “Title of the chapter or essay.” In: SURNAME of the
IN person in charge of the collective work or editor. Title of the collective
CONSTRUCTI work . City; publisher, year, number of pages on which it appears.
ON
COLLECTIVE

SURNAME, First name (of the director or producer of the film). Tape title
VIDEOS OR
(video, movie). Name of the producing institution or company. City, year of
FILMS production. Duration in minutes.

GENERAL STUDIES 22
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JOBS
PRESENTED
IN SEMINARS,
Lastname name. Work title. Full name of the event.
CONFERENCE
S, Association, organization or company that sponsors.
Mon, year (in which
made) city, number of pages. th
CONFERENCE
S

ADDRESSES
Lastname name. Article title . Name of the web page.
FROM
Page address. (Date of consultation).
INTERNET

Lastname name. Qualification. Institution or company that

UNPUBLISHED supports/produces/endorses the document. City, month, year in which the
DOCUMENTS document was produced or disseminated. (Institution where it is available),
number of pages. (Unpublished document).

PRACTICE.

Complete the following table consulting sources about your specialty:

WEB PAGE

BOOK

MAGAZINE
ARTICLE

GENERAL STUDIES 23
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

STORAGE OF INFORMATION.

Traditionally, location and registration

cards are used (cards that allow the source
to be identified) and research cards (cards
that allow the management of textual
quotes, comments, summaries, etc., of the
consulted text).

Today's technology allows

students
use
different devices such as: PC,
Laptop, USB, etc.
GENERAL STUDIES 24
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

PRACTICE.

Prepare
2 models
of sheets

related to your Research Project. Model:

Model:

GENERAL STUDIES 25
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CONCEPTUAL MAPS.

Concept maps allow you to organize and relate concepts and at the same time
visualize them. That is, a concept map is a graphic way of representing
information.

Examples of concept maps:

Where processes are graphed

with different levels of
complexity

GENERAL STUDIES 26
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS

Where in a way
main appear
related concepts
secondary

GENERAL STUDIES 27
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concepts on the same line or height. That is, rank them

by their different levels of inclusion.

5. Use lines that connect the concepts and write on each

line a word or statement that clarifies why the concepts
are connected to each other.

6. Review the map to identify relationships that have not

been previously established or were not taken into
account.

7. Write the title of the concept map.

TYPES OF DOCUMENTS.

The bibliographic review can conclude in the preparation of the following documents:

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 Thesis.

It is a job whose purpose is to enable the university graduate as the holder of an

academic degree or professional title. A thesis can reflect the results of
bibliographic research, but also those of empirical research. The topic of a thesis
must be original and relevant.

Consult a thesis and make a combined file.

 Monograph.

It consists of the development of a topic (not original, nor necessarily relevant)

based on written sources. Proper handling of sources is required, such as citing
them correctly. It usually represents a student self-learning tool at the secondary
level and/or university level. Many students copy works (internet) which reduces
the relevance of this type of documents.

GENERAL STUDIES 29
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
Consult a monograph and make a summary sheet.

 Newspaper article.

Some researchers want to present the results of their work in a short journalistic
article, with accessible language that highlights the most relevant and interesting
aspects of the research without delving deeply into the complex aspects of the
research. Review a newspaper and make a textual record.

Rehearsal.

The author of an essay contributes his particular vision of what he writes,

including the ideas of other authors he comments on. The essays are not very
long works and can be published in specialized magazines, in collective works
or compendiums that contain various essays or texts on a topic or area of
knowledge.

Consult a magazine in your specialty and prepare a registration or location sheet.

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2. TO PLAN.

The planning phase is characterized by the preparation of the work plan, the
structuring of the methodological procedure and the planning of the instruments
and means of work. Also indicate that the simple preparation of the work plan
does not always guarantee its completion. In this sense, the planning phase
cannot be concluded during the development of the project. Although the
procedure indicated in each case must be followed as much as possible, it is
necessary to always have an open margin to be able to make adaptations or
changes justified by the circumstances. During the planning phase it is very
important to specifically define how the division of work among the members of
the group will be carried out. As an example:

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All members of the group participate jointly in the development of the project.
Different working groups are formed for each component of the project.

The number of subjects and the pace of content transmission are not usually
established by all students, but rather an organization and distribution of project
time on an individual level and oriented to needs, depending on the learning
requirements, is possible. motivation and learning progress.

Project-based learning is a technique immersed in the principle of socialization.

The different personalities of the students influence the constitution of the
groups' work. Therefore, the trainer must ensure that intragroup and intergroup
integration is as close and effective as possible, as well as establish corrections
that are objectively determined to benefit group dynamics.

PRACTICE .

Develop a diagram explaining the stages of the process that you will carry out in
the project. (You can apply this planning matrix).

N SCHEDULE *
ACTIVIT RESPON
o 1 2 3 4 5 6 7 8
IES SIBLE
.

GENERAL STUDIES 32
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Days, Weeks, Months.

3. DECIDE.

Before moving on to the phase of carrying out the practical work, the group
members must decide together which of the possible variables or solution
strategies they want to follow. Once the participants in the project have agreed
on the strategy to follow, it is discussed and discussed intensively with the
trainer. This means that the decision about the strategy or procedure to follow is
a joint decision between the trainer and the members of the project group. There

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may be the case in which the strategy chosen is not precisely what the trainer
had planned.

The aspects involved in the decision must be analyzed such as: machines, equipment,
materials, tools, human resources, cost, etc.

Machi Equip Tools Material

ne ment s

Human Resources Tasks Time Cost

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During this decision-making phase, the trainer has the role of commenting,
discussing and, if necessary, correcting the possible solution strategies
proposed by the students. It is important that students learn to assess the
problems, risks and benefits associated with each of the alternatives that can be
chosen.

A fundamental aspect in project-based learning is the social process of

communication (negotiation) that is established in the group in which
participants must learn to make decisions together.

4. EXECUTE.

During the project implementation phase, experimental and research action

takes priority. Creative, autonomous and responsible action is exercised and
analyzed. Each member of the project performs their task according to the
agreed planning or division of work.

In this phase, the partial results are compared with the initial plan and the
necessary corrections are made, both at the planning and execution levels. This
feedback procedure serves to review partial results and as an instrument of self-
control and evaluation, both at the individual and group level.

The completion of tasks or work should be as autonomous as possible, although

this does not mean that students should have the feeling that they are alone. It

GENERAL STUDIES 35
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should be noted that the practice dedicated to learning must observe a series of
requirements for learning to be effective. The learner capable of correcting his or
her errors on his or her own will learn with dedication, but in most cases he or
she requires the expert advice of the trainer who, knowing the teaching and
learning rules adapted to the contents and students, will achieve greater
optimization. From the results. The trainer must always be available to the
trainees to be able to intervene when the students need advice or support, and
also, naturally, to motivate them in their work. And this motivational aspect has a
very important social and emotional function for students. The student expects
the trainer to recognize the task well performed.

5. CHECK.

Once the task has been completed, the students themselves carry out a self-
monitoring phase in order to learn to better evaluate the quality of their own
work. For this self-control phase, programmed questionnaires or tests are also
usually used, similar to those usually used for exams. In this way, students have
the possibility of “discovering” themselves, the possible failures or errors that
they have made during the completion of the project and, if possible, correct the
detected failures.

During this self-control phase, the trainer's role is more that of an advisor or
support person; The trainer only intervenes if the students do not agree on the
assessment of the results achieved.

GENERAL STUDIES 36
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6. APPRECIATE.

Once the project is finished, a final discussion takes place in which the trainer
and the students jointly comment and discuss the results achieved. The main
function of the trainer is to provide all participants with feedback, not only about
the final product, but about the entire process: errors and successes achieved,
work performance, experiences and experiences about what has been achieved
and hoped to achieve, about group dynamics and group processes, as well as
on proposals for improvement, with a view to carrying out future projects.
Furthermore, it is necessary to indicate that this final discussion serves as an
important source of feedback for the trainer himself on how to better plan and
carry out future projects.

The above observations can be summarized in the idea that the planning and
implementation of projects must be carried out with flexible mechanisms and
open criteria. Students are assigned a high degree of participation in decision-
making regarding group composition, content and organization of learning.

The role of the trainer stops being the “teacher”, transmitter of knowledge and
skills, and becomes a learning advisor, coordinator and supporter. The trainer
initiates, organizes and encourages learning situations. The student must be
guided towards self-learning, the ability to plan, carry out and evaluate
autonomously must be motivated.

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 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
Taking into consideration individual experiences, interests, needs and
characteristics. The participation of all group members in all phases of the
process fosters the motivation and identification of the participants and
contributes to making the learning process more productive.

HISTORY OF LIMEÑOS.

Lily, 23 years old, belongs to the group of progressives.

She studies, works and because of her activities, she is a regular “traveler”
between Lima Norte and Lima Sur. She lives in Villa María del Triunfo with her
parents and siblings, works with part of her family in Villa El Salvador and
studies at a study center in Lima Norte, as she herself says: “it is quiet and I like
it.”

Lily was born in Matucana, she worked in a small clothing workshop owned by her
aunt.

She is a thorough progressive, she feels that she must “fight hard” to achieve her goals,
she is energetic and practically lives outside her house.

He studies 6 hours a day and works 6 hours in the afternoon.

Her 26-year-old brother, a metal construction technician by profession, has his

workshop at home (where she also lives, which he manages himself, with the
collaboration of his brothers).

The idea of his own business arose from the need he found among his neighbors
because they were victims of robbery and needed to install bars to protect
themselves from crime and gangs.

Lily speaks with energy, what's more, the experience with her aunt's clothing
business (26) has not only allowed her to develop her expertise in ironing polo
shirts, bagging and labeling them (50 garments), but has also stimulated her She
has an “entrepreneurial vein” and openly states that “later she would like to do
her own business.”

GENERAL STUDIES 38
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
This vocation would have been born – in part from a process of adaptation to the
capital that now feels complete, because since he arrived at the age of 16 from
Matucana, he has made friends and feels comfortable in the city. “I like it
because it's quiet here, there's not what I see in Villa El Salvador, which is
gangs, you go out to a corner and they're already fighting.”

Your family is a stronghold that remains a priority. What's more, on many

Sundays and holidays he goes out with his parents to visit other relatives who
are in the capital. “I want my younger brothers to finish studying, to be
something, for my parents to be healthy, to be with us, to support them.” in
everything,” he says with great confidence.

MODIFIED TEXT FROM:

Arellano, R. (2004).City of the Kings, of the Chávez, the Quispes

….Lima:p.205-208

Based on the previous text, distinguish:

1. The stages of the project method

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_______________________________________________________________
PHASES OF THE PROJECT METHOD
(Summary)

PHAS
WHAT IS THERE TO DO? BECAUSE?
E
1 Inform / Jointly develop a problem statement for a project. Collect information to Active
. Define resolve the task. participation in
the selection of
goals.
a real problem
or task awakens
interest among
learners and
makes them

GENERAL STUDIES 39
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
more involved.
Promotion of
the ability to
know how to
search for
information.
Work plan planning process. Division of tasks among group members. All Promotion of
activities fall under the responsibility of the group. the ability to
plan the
procedure in a
2 self-responsible
To plan.
. way at the
content and
methodological
level and
division of work.
Group members develop their own solution strategies and make the Promotion of
decision (almost always after agreement with the trainer) on the strategy social skills
3
Decide. to follow. related to
. teamwork and
negotiation.
Enable
autonomous,
creative and
responsible
Each member of project makes his action in reality.
theplanning or division of the
task according to the
4 Promotion of
Execute. job agreed supervision of the
. social
partial results. competence.

Self-control by the students themselves. Possibility of discovering possible Learn to better

faults themselves, and if possible, correcting the detected faults. evaluate the
quality of your
own work.
5
Check. Promotion of
. the capacity for
reflective and
critical self-
assessment.
6 Appreciat Joint supervision (trainer, students), discussion and assessment of the Assessment of
. e. project results. Theoretical deepening of the results. learning
experiences.
Become aware
of the
interrelationship
s between
specialized

GENERAL STUDIES 40
 INVESTIGATIVE LEARNING TECHNIQUES AND METHODS
theory and
practice.
Identify
connection
points with other
learning
content.

BIBLIOGRAPHY

HERNÁNDEZ, FERNÁNDEZ AND BAPTISTA, Research methodology . Mexico DF.;

McGraw-Hill, 1999.

KOGAN COGAN, Liuba, Learning to investigate .

Lima, Editorial Fund University of Lima, 2009

REYES CASONOVA, Manuel, Research methodology .

Lime; Marcelino Champagnat University, 2000

ROBLES AND VILLEGAS, Investigation I

Lima, Enrique Guzmán y Valle National University of Education, 2003

GENERAL STUDIES 41