Participación en el conocimiento y cognición epistémica en niños durante el confinamiento por COVID-19: un estudio fenomenológico interpretativo basado en el modelo AIR
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Este estudio examina la participación de los niños en el conocimiento durante el confinamiento por COVID-19 desde la perspectiva de la cognición epistémica y el modelo AIR. Mediante un diseño cualitativo basado en el Análisis Fenomenológico Interpretativo, se realizaron entrevistas semiestructuradas a una muestra intencional de cinco estudiantes, cinco docentes y cinco madres. Los resultados evidencian un predominio de estrategias epistémicas desadaptativas, caracterizadas por la priorización de objetivos no epistémicos como las calificaciones, la conveniencia y la finalización de tareas por sobre la comprensión conceptual, así como el uso de procesos poco fiables como la copia en evaluaciones en línea y la participación pasiva en clases. Aunque limitadas, se identificaron formas de participación epistémica adaptativa cuando los docentes mostraron compromiso pedagógico y apoyo emocional, y cuando los estudiantes se involucraron en actividades de desarrollo de habilidades o exploración autónoma. Sin embargo, las distracciones digitales, la baja interacción y estados emocionales negativos como el aburrimiento y la fatiga afectaron significativamente la participación y los resultados de aprendizaje. Los participantes coincidieron en que la educación en línea fue menos efectiva que la presencial. El estudio concluye que las disrupciones educativas derivadas de la pandemia fueron no solo tecnológicas, sino también epistémicas, destacando la necesidad de pedagogías digitales que promuevan la cognición epistémica adaptativa, prácticas de aprendizaje éticas y una mayor implicación del alumnado.
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