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

Abstract

The ability to think, inquire throughout life, and integrate new knowledge is based on the ability to ask and formulate important questions. To determine the effectiveness of the question as a teaching strategy to manage knowledge in virtual learning environments, an evaluative, descriptive research was carried out, with a documentary design, framed in the interpretive paradigm, naturalistic-descriptive method, listening to the voices of 5 participants in a Doctorate in Education course. Their responses to the question asked in the discussion forum were studied, for which a matrix was created. Through the content analysis technique, the discernment and support to issue answers to the generating questions was assessed and thus contribute to the collective and individual management of knowledge on the topic discussed. The results show that building knowledge as a result of the discussion raised in virtual environments is a real possibility when questions are formulated that stimulate reflection, inquiry, adoption of argued positions, in short, that generate divergences that must be evaluated to finally reach agreements based on a topic under study It is concluded that the divergent, problematizing question is a powerful instructional technique to promote collaboration in knowledge management in virtual learning environments. If the work or personal experiences of the participant are taken into account, the constructive effect of the question is exponential.