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Primary Research 1 - Coggle Diagram
Primary Research 
Unit 1. Construction of the Research Object
When we speak of initial questions of a problematizing process of reality, we refer to the one expressed by the subject as a voluntary disposition to do research.
Techniques or procedures: how to teach this or that subject, what activities may be more appropriate or useful, how to evaluate more objectively or what type of exercises best reinforce learning.
Educational research is a highly diversified growing activity. It is used to prepare new proposals and carry out diagnoses on the operation of systems.
Associated with the strategies and focused on the way of conceiving the knowledge of the facts, there are two general approaches: qualitative research, linked to constructivism that points to the specificity of the events and, despite that its constructed explanations only respond to certain cases In particular, the relevance of the relationships revealed does enrich the conditions for understanding the general situation.
The other approach is expressed in quantitative research, associated with the verification strategy, it proposes the use of mathematical models to objectify the indicators and operate the hypothesis, in this type of research mathematical rigor stands as a criterion and support of truth or falsehood.
Disciplinary research has made possible a rethinking of educational problems and offer explanatory propositions of such richness that even now they are far from having exhausted their potential.
In the problematic line for research, the role of theory is fundamental.
Unidad 2. Esquema de la Estructura Analítico Conceptual
The conceptual structure is elaborated on the basis of the relationships that are present in the questions that form our problematic field.
It is done in the form of a diagram that graphically shows the main concepts present in our questions, as well as the relationships between them.
The problematic field structured based on a set of questioning relationships, the researcher assumes one of them or a chain of associated relationships as the central situation, which is equivalent to giving a specificity to the problem to be investigated within a context.
The conceptual structure that is built based on the relationships that derive from the questionnaire.
Delimitation of the Research Object: Thematic location, Reality cuts, Analysis level and Cultural perspective.
Unit 3. Level of Analysis
The cultural perspective of the subject refers to the purposes and cultural resources of the presumed researcher, to the intentionality and disposition that he has, that is, to his cultural, political or ideological position, which expresses when a specific area of the problem field is signified as relevant. the one who builds the subject.
The documents that are compiled to form the basic background respond by their theme to the nominal elements, the relationships of the constructed structure, that is, to the events, the topic and the positive relationships of the problematic field expressed in the structure itself.
The research work inscribed in the critical and constructivist perspective, is what enables this reflection and awareness on the part of the subject insofar as it is based on a critical practice and its leading role in the construction of problematic fields and explanations conceived in addition in their cultural situation.
The level of analysis is a reciprocal act of the thematic location, both are decisive for the research to be carried out, due to the fact that they confront the researcher with the theory.
Unidad 4. Fondo Documental Básico
La bibliografía por su contenido puede incluir materiales informativos, tratados especializados, propuestas metodológicas, ensayos críticos, análisis para el debate, comentarios y referencias teóricas pertinentes.
La abundancia y la diversidad de los documentos recopilados plantean una primera tarea: su clasificación, misma que se hará con base en criterios que resultan del trabajo con la estructura analítico-conceptual.
Un punto fundamental por sus repercusiones en todo el documento es la discusión de algunos referentes teóricos.
El momento en el que se proponen las conclusiones del trabajo con las estructuras conceptuales, es también el que se define las líneas de trabajo, esta prefiguran la perspectiva metodológica al tener claridad en el tipo de elaboraciones que se han de llevar acabo para construir una explicación al problema planteado.