Umbral para proyectos de ciencia ciudadana: el pensamiento complejo como impulsor de desarrollo holístico
DOI:
https://doi.org/10.5944/ried.25.2.33052Palabras clave:
ciencia ciudadana, ciencia abierta, pensamiento complejo, innovación educativa, educación superiorResumen
Los proyectos de ciencia ciudadana (CC) han sido impulsados por tecnologías y empoderamiento de las comunidades. Sin embargo, su impacto es impreciso por las dificultades para su seguimiento y estandarización. En particular, el desarrollo del pensamiento complejo de los ciudadanos no figura entre sus objetivos, a pesar del fuerte vínculo con la Educación 4.0 y la formación de ciudadanos comprometidos con la sociedad. Por tanto, proponemos un marco y una tipología para los proyectos de CC a la vez que se introduce el pensamiento complejo. Se empleó la metodología de la Innovación Educativa Basada en la Evidencia (EBEI), desde la perspectiva de la Teoría del Cambio (TdC), revisando los marcos más relevantes de la Recomendación de Ciencia Abierta de la UNESCO. Los resultados revelaron: (a) hay una falta de atención al desarrollo de las subcompetencias de la macro-competencia del pensamiento complejo; (b) existe un incremento y desarrollo de marcos de apoyo a la CC; (c) prevalecen marcos de proyectos de CC centrados en los participantes, evaluación-diseño de proyectos y la gestión de datos; (d) inexistencia de marcos de desarrollo basados en TdC de tres dimensiones, Limitada, Umbral y de Ciclo-completo; y (e) se propone tipología para medir el progreso e impacto de los proyectos de CC: Conciencia del contexto, participación ciudadana, aprovechamiento de la infraestructura, innovación tecnológica, innovación educativa, alcance y escala, creación de redes y pensamiento complejo. Prevemos que el marco y la tipología propuestos articulados al pensamiento complejo, ampliarán el impacto de las iniciativas de CC de manera integral.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/33052/25349
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