<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262025000100051</article-id>
<article-id pub-id-type="doi">10.17163/soph.n38.2025.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El rol del método inductivo como vínculo entre las teorías educativas y las prácticas de aula]]></article-title>
<article-title xml:lang="en"><![CDATA[The Role of the Inductive Method as a Link Between Educational Theories and Classroom Practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Morocho]]></surname>
<given-names><![CDATA[Luis Rodolfo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaramillo Baquerizo]]></surname>
<given-names><![CDATA[Christian Paul]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Lovaina  ]]></institution>
<addr-line><![CDATA[Louvain-la-Neuve ]]></addr-line>
<country>Bélgica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Andina Simón Bolívar  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>38</numero>
<fpage>51</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262025000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262025000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262025000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio aborda la problemática en torno a la relación de las teorías y modelos pedagógicos, centrándose en su vínculo con la investigación educativa y la práctica en el aula. En este sentido, el objetivo principal es analizar el rol del método inductivo en la relación entre las teorías y modelos pedagógicos desde la praxis en el aula, utilizando la metainvestigación y la crítica reflexiva basada en la teoría fundamentada. De este modo, se exploran las definiciones de teorías y modelos pedagógicos, el rol histórico del método inductivo en la investigación educativa, la relación entre el razonamiento inductivo, las principales teorías y modelos pedagógicos, y las implicaciones prácticas de estos enfoques en la enseñanza y el aprendizaje. Los resultados revelan que el método inductivo es esencial para formular hipótesis, teorías y modelos a partir de observaciones empíricas, proporcionando una base sólida para la investigación educativa. Además, ha influido significativamente en el desarrollo de diversos modelos pedagógicos, facilitando la integración de teoría y práctica, lo cual es vital para una enseñanza efectiva. En conclusión, el estudio destaca la relevancia continua del método inductivo en la investigación educativa y su potencial para mejorar las prácticas pedagógicas, especialmente con el avance de la tecnología, que ofrece nuevas oportunidades para mejorar la recopilación y el análisis de datos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study addresses the issue of the relationship between theories and pedagogical models, focusing on their connection with educational research and classroom practice. In this context, the main objective is to analyze the role of the inductive method in the relationship between theories and pedagogical models from classroom praxis, using meta-research and reflective critique based on Grounded Theory. Thus, the definitions of theories and pedagogical models, the historical role of the inductive method in educational research, the relationship between inductive reasoning, the main theories and pedagogical models, and the practical implications of these approaches in teaching and learning are explored. The results reveal that the inductive method is essential for formulating hypotheses, theories, and models from empirical observations, providing a solid foundation for educational research. Additionally, it has significantly influenced the development of various pedagogical models, facilitating the integration of theory and practice, which is vital for effective teaching. In conclusion, the study highlights the ongoing relevance of the inductive method in educational research and its potential to improve pedagogical practices, especially with the advancement of technology, which offers new opportunities to enhance data collection and analysis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Método inductivo]]></kwd>
<kwd lng="es"><![CDATA[teorías educativas]]></kwd>
<kwd lng="es"><![CDATA[modelos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[práctica en el aula]]></kwd>
<kwd lng="es"><![CDATA[teoría fundamentada]]></kwd>
<kwd lng="en"><![CDATA[Inductive Method]]></kwd>
<kwd lng="en"><![CDATA[Educational Theories]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Models]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Classroom Practice]]></kwd>
<kwd lng="en"><![CDATA[Grounded Theory.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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