Desventajas
del
Aprendizaje Basado en Investigación
Empirical
studies into the teaching/research nexus are
predominantly
correlational. The findings rest upon underlying
conceptions of teaching and research as being
reducible, for example, to student ratings
of teachers’
instructional effectiveness and measures of
research productivity (such as publication
counts) respectively. Both teaching and research
are highly complex activities and both are
notoriously difficult to measure; yet the
measures reveal an instrumental conception
of both activities. The implied relationship
between teaching and research will be a function
of the measures used in the correlations—what
data were available and how they were gathered.
These different methods of data collection
and the underlying assumptions become particularly
problematic when the data are aggregated and
studies synthesised to produce supposedly
superior and more powerful findings.
