Vol. 13 No. 1 (2014)
Published
2014-06-04
PDF (Spanish)

How to Cite

Padilla Beltrán, J. E., Vega Rojas, P. L., & Rincón Caballero, D. A. (2014). Grounded theory and its implications for educational research: the case of Atlas.ti. Revista De Investigaciones UNAD, 13(1), 23-39. https://doi.org/10.22490/25391887.1129
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Grounded theory and its implications for educational research: the case of Atlas.ti

DOI: https://doi.org/10.22490/25391887.1129
Section
Artículo original producto de la investigación
José Eduardo Padilla Beltrán Universidad Pedagógica Nacional; Universidad Manuela Beltrán; Universidad Externado de Colombia; Universidad Santo Tomás;
Paula Lizette Vega Rojas Universidad Militar Nueva Granada
Diego Armando Rincón Caballero Universidad Pedagógica Nacional; Universidad Pedagógica Nacional.
During formative research processes, groups, lines, seedlings
and researchers who study according to a qualitative approach
aimed at analyzing information, are forced to use strategies and
software for qualitative data analysis, however, the indiscriminate
use technological support at times makes the researcher's ability to discern and highlight the theoretical component. Therefore, it seeks to explain through a descriptive approach to the importance of a theoretical foundation to guide technology support, as they exemplify constant comparison methods, open or axial, of great importance in grounded theory, the importance of which reveals the action of the researcher to know the methodological and epistemological references supporting software in action research to develop. In that vein, highlight the theoretical action and, in the case of grounded theory, the interpretive, explanatory documents and conducted by researchers to consolidate data in a rigorous, is synonymous with research that draws on the resources technology to make way for a diligent work on the characterization and relationship analysis and emerging categories.

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