Emprendimientos, proyectos sociales y comportamiento innovador durante la formación universitaria
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Revista de Psicologia
Abstract
El presente artículo describe los resultados de la investigación explicativa realizada con universitarios del séptimo semestre de la Carrera de Psicología. En la investigación se tomó en cuenta un enfoque cuantitativo, tipo de estudio explicativo y diseño pre-experimental de un solo grupo. Conforme a las características de la investigación se aplicó una muestra intencional de tipo no probabilística, participaron del estudio 80 estudiantes de la Universidad Mayor de San Andrés. Los resultados muestran que se ha fortalecido el comportamiento innovador en los estudiantes a través de la elaboración de emprendimientos y proyectos sociales, las tareas de desempeño mejor promovidas fueron la generación y ejecución del comportamiento innovador, estas fueron fortalecidas a través de la aplicación de diferentes actividades dentro y fuera de aula. En aula se aplicó prácticas pedagógicas de gamificación, acciones participativas centradas en los estudiantes, promoviendo un aprendizaje colaborativo vinculados al aprendizaje de emprendimientos y proyectos sociales. Asimismo, se desarrollaron otras actividades fuera de aula, como la semana de la Psicoinnovación donde se realizó una feria exponiendo las propuestas innovadoras sociales de los estudiantes y un simposio donde los estudiantes tuvieron la oportunidad de tener interacción con emprendedores sociales conocieron las nuevas tendencias de innovación social, experiencias innovadoras, todos estos espacios apoyaron a la generación de aprendizajes prácticos relacionados al comportamiento innovador.
This article describes the results of the explanatory research, in which innovative behavior was strengthened through the development of entrepreneurship and social projects in university students in the seventh semester of the Psychology Degree. The research was carried out taking into account a quantitative approach, type of explanatory study and pre-experimental design of a single group. According to the characteristics of the research, a non-probabilistic intentional sample was applied; 80 students from the Universidad Mayor de San Andrés in the city of La Paz, Bolivia participated in the research. The results show that innovative behavior in students has been strengthened, the best strengthened performance tasks were the generation and execution of innovative behavior. The activities inside and outside the classroom that have promoted innovative behavior during university training have been characterized by carrying out pedagogical practices such as gamification, participatory actions focused on students, promoting collaborative learning and projects which were of interest to students. The psychoinnovation week was held where a fair was held exposing the social innovative proposals of the students and a symposium where the students had the opportunity to interact with entrepreneurs, learned about new trends through nationally recognized experts, learned about real cases of innovative experiences, all of these spaces supported the generation of practical learning spaces to apply the theory on innovative behavior.
This article describes the results of the explanatory research, in which innovative behavior was strengthened through the development of entrepreneurship and social projects in university students in the seventh semester of the Psychology Degree. The research was carried out taking into account a quantitative approach, type of explanatory study and pre-experimental design of a single group. According to the characteristics of the research, a non-probabilistic intentional sample was applied; 80 students from the Universidad Mayor de San Andrés in the city of La Paz, Bolivia participated in the research. The results show that innovative behavior in students has been strengthened, the best strengthened performance tasks were the generation and execution of innovative behavior. The activities inside and outside the classroom that have promoted innovative behavior during university training have been characterized by carrying out pedagogical practices such as gamification, participatory actions focused on students, promoting collaborative learning and projects which were of interest to students. The psychoinnovation week was held where a fair was held exposing the social innovative proposals of the students and a symposium where the students had the opportunity to interact with entrepreneurs, learned about new trends through nationally recognized experts, learned about real cases of innovative experiences, all of these spaces supported the generation of practical learning spaces to apply the theory on innovative behavior.
Description
No. 34
Keywords
Comportamiento innovador, Emprendimientos sociales, Proyectos sociales, Gamificación, Aprendizaje basado en proyectos, Aprendizaje colaborativo, Educación superior, Innovative behavior, Social entrepreneurship, Social projects, Gamification, Project-based, Learning, Collaborative learning, Higher education, Comportamento innovador, Empreendedorismo social, Projetos sociais, Gamificação, aprendizagem baseada em projetos, Aprendizagem colaborativa, Ensino superior