La fenomenografía como método para la investigación educativa: una propuesta metodológica para su abordaje.

DOI: https://doi.org/10.18294/pm.2022.4091
Keywords: Phenomenography, research, education, methodology, phenomenographic research, research design, research instrument, information processing

Abstract

The following article addresses the topic of phenomenography as an educational research method. The main objective is to develop a methodological proposal to perform phenomenographic research in the field of education, mainly. This work offers a general view of the theoretical aspects of phenomenography. Its interest, however, is focused on offering the methodological guidelines to address educational research from a phenomenographic approach.

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Author Biography

Ph.D. Wilmer Casasola-Rivera, Universidad de Costa Rica
Bachelor of Philosophy, University of Costa Rica, Costa Rica, 2009. Bachelor of Psychology, Autonomous University of Monterrey, Costa Rica. Doctorate in Education, University of Baja California, Mexico, 2018. Master's in Neuropsychology and Education (Research Branch), International University of La Rioja (UNIR), Spain, 2015. Master's in Bioethics, National University of Costa Rica-University of Costa Rica, Costa Rica, 2013. Master's Degree in Clinical Neuropsychology, Technical Institute of Applied Studies, Spain (distance), 2018. Master's Degree in Innovation Management and Business Processes, INESEM, Spain (online), 2020. Diploma in Educational Neuropsychology and of development, Higher Institute of Psychological Studies, Spain (doctoral internship), 2017. Diploma in Neuroeducation, Ibero-American Center for Neurosciences, Education and Human Development, Peru (distance), 20162017.
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Published
2022-05-15
Issue
Vol. 22 No. 26 (2022): Perspectivas Metodológicas
Section
Articles