PREGUNTAS DIVERGENTES. UNA ESTRATEGIA DIDÁCTICA PARA GESTIONAR CONOCIMIENTOS EN ENTORNOS VIRTUALES DE APRENDIZAJE

Abstract

Thinking skills, longlife inquiry, and new knowledge integration are based on the ability to interrogate and formulate relevant questions. To determine the effectiveness of question as a teaching strategy to manage knowledge in virtual learning environments, within the interpretative paradigm, an evaluative, descriptive, documental research was conducted, following the naturalistic-descriptive method, listening to the voices of 5 graduate students in a Doctor of Education course. Their answers to generating question in discussion forum were studied through a content matrix made to analyze them. Discernment and answers sustenance to generating questions, and by so contribute to the collective and individual management of knowledge about the subject, were evaluated. Results show that building knowledge as a product of the discussion raised in virtual environments is a real possibility when thought-provoking questions are formulated in a way that incites reflection, inquiry, argued position taking, in short, that generate different positions that must be evaluated to finally reach founded agreement on a study subject. It is concluded that problem solving question is a powerful teaching technique to promote collaboration when dealing with knowledge management in virtual learning environments. If work or personal experiences of the participant are taking into account, the query builder effect is exponential