Enriching the systematization in educational research
contributions and limitations of a strategy designed for formulating scientific questions
DOI:
https://doi.org/10.22483/2177-5796.2026v28id5513Keywords:
education, systematized review, research strategy.Abstract
This article has a dual objective. Firstly, it highlights systematized review as a methodological option for conducting literature reviews, especially in the field of Education. On the other hand, it presents the results of an empirical study conducted with ten students from a Professional Postgraduate Program in Technological Education to identify the main contributions and limitations related to the use of a strategy created to help formulate scientific questions. The methodology used is qualitative, of an applied nature, complemented by the procedures of a systematic review and content analysis as a method for interpreting the data. The results highlight two main categories: the conceptual and the procedural dimensions. Among the main contributions are the possibility of expanding the systematization of research, using the strategy as a safe and effective guide for formulating questions, and optimizing time during the research process and information retrieval in databases. On the other hand, the main limitations refer to the conceptual dimension, related to the difficulty in conceptually distinguishing some of the elements of the strategy, an aspect that requires greater theoretical deepening and formative practices.
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Copyright (c) 2026 Iandra Maria Weirich da Silva Coelho (Autor)
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