Escenarios de aprendizaje: oportunidad de desarrollo de la capacidad creativa e innovación.

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Bibliographic Details
Title:	Escenarios de aprendizaje: oportunidad de desarrollo de la capacidad creativa e innovación.
Alternate Title:	Learning scenarios: opportunity to develop creative capacity and Innovation.
Authors:	Gómez-Barbosa, Mónica¹ monicad.gomezb@unilibre.edu.co, González-Velasco, Juan Miguel², De Zayas, Carlos Álvarez³
Source:	Educación y Humanismo. ene-jun2025, Vol. 27 Issue 48, p1-14. 14p.
Subject Terms:	Decision making, Student participation, Originality, Production planning, Innovation management
Abstract (English):	Objective: to implement learning scenarios that contribute to the development of creativity and innovation based on the representations of the participants in higher education programs. Methodology: the methodological path was Research-Action-Educational, taking into account the phases: diagnosis, statement of the hypothesis, application of strategies, verification of hypotheses and the new evaluation to reformulate hypotheses of action. The techniques were observations, indepth interviews and pedagogical workshops. Results: the main findings show interpretative significance towards training with the implementation of learning scenarios in the creative-mindclassroom that allow the co-creation and emergence of the creative ideal necessary for innovation, revealing in the process the integration of knowledge and the participation of the student in the internalization of conscious logic for decision making and professional intervention with originality. Conclusions: the learning scenarios as an opportunity to develop creative capacity and innovation imply didactic processes of planning, interaction and evaluation with strategies that provoke creativity and develop the thought that through the creative-mind-classroom, activate the functions of imagination, increase the function of the creative noosphere (world of ideas) and contribute to the solution of problems with added value. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Objetivo: implementar escenarios de aprendizajes que coadyuven al desarrollo de la creatividad e innovación a partir de las representaciones de los participantes en programas de educación superior. Metodología: la vía metodológica fue la Investigación-Acción-Educativa, teniendo en cuenta las fases: diagnóstica, declaración de la hipótesis, aplicación de estrategias, comprobación de hipótesis y la nueva evaluación para reformular hipótesis de acción. Las técnicas utilizadas fueron observaciones, entrevistas en profundidad y talleres pedagógicos. Resultados: los principales hallazgos muestran significancia interpretativa de la formación mediante la implementación de escenarios de aprendizaje en aula-mente-creativa, que permitan la cocreación y emergencia de ideal creativo necesario para la innovación, develando en el proceso la integración de saberes y la participación del estudiante en la internalización de la lógica consciente para la toma de decisiones e intervención profesional con originalidad. Conclusiones: los escenarios de aprendizaje como oportunidad de desarrollo de la capacidad creativa e innovación implican procesos didácticos de planificación, interacción y evaluación con estrategias provocadoras de la creatividad y desarrolladoras del pensamiento que, a través del aulamente-creativa, activan las funciones de la imaginación, aumentan la función de la noosfera creativa (mundo de las ideas) y aportan a la solución de problemas con valor agregado. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Objective: to implement learning scenarios that contribute to the development of creativity and innovation based on the representations of the participants in higher education programs. Methodology: the methodological path was Research-Action-Educational, taking into account the phases: diagnosis, statement of the hypothesis, application of strategies, verification of hypotheses and the new evaluation to reformulate hypotheses of action. The techniques were observations, indepth interviews and pedagogical workshops. Results: the main findings show interpretative significance towards training with the implementation of learning scenarios in the creative-mindclassroom that allow the co-creation and emergence of the creative ideal necessary for innovation, revealing in the process the integration of knowledge and the participation of the student in the internalization of conscious logic for decision making and professional intervention with originality. Conclusions: the learning scenarios as an opportunity to develop creative capacity and innovation imply didactic processes of planning, interaction and evaluation with strategies that provoke creativity and develop the thought that through the creative-mind-classroom, activate the functions of imagination, increase the function of the creative noosphere (world of ideas) and contribute to the solution of problems with added value. [ABSTRACT FROM AUTHOR]
ISSN:	01242121
DOI:	10.17081/eduhum.27.48.6200