The V Heuristic In Scientific Inquiry: A Systematic Review

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María Sonia Puma-Ramos


Research represents the possibility of having a country in progress. If research is done in school classrooms, the research culture achieved is unquestionable, thus generating scientific entities that bet on the development of a nation. For this purpose, strategies are needed to facilitate the structure of inquiry development in the classroom, because there are difficulties in this regard, due to the lack of knowledge of methodological strategies that facilitate the organization of what is being investigated. From this analysis, the need-to-know Gowin's V heuristic arises. The objective of this research was to analyze the scientific contributions to the scheme of the V heuristic in scientific inquiry. For this purpose, indexed journals selected between the last five years, 2017 to 2021, and according to the guidelines of the PRISMA statement were consulted. Finding: 300 research articles in Google Scholar, 72 in Redalyc, 34 in Ebsco, 8 in Pro Quest, and 1 in Scielo. Of the total, 50 articles were selected for review, including the 14 relevant articles, which allow the analysis of the structure, the questions considered for their development, and the most outstanding contributions in educational matters obtained, such as significant learning from inquiry, since it includes in its scheme previous knowledge to be associated to new concepts; problem-solving and the search for topics that arise from observation.

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