Un estudio de las concepciones de aprendizaje de los futuros profesores de ciencias en su etapa inicial de formación
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Universidad Industrial de Santander
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Este trabajo tiene por objetivo realizar un análisis de las concepciones sobre el aprendizaje de estudiantes universitarios a partir de un enfoque descriptivo, con base en el hecho de que estas concepciones presentan elementos tanto implícitos como explícitos. Los participantes fueron 74 estudiantes de segundo año de carreras de profesorados de la Facultad de Ciencias Exactas y Naturales (FCEyN) de la Universidad Nacional de Mar del Plata (UNMdP), Argentina. Las fuentes de datos fueron una definición y un dibujo sobre una situación de aprendizaje realizados por los estudiantes. En las representaciones sobre el aprendizaje los estudiantes incluyeron principalmente aspectos referidos al contenido y al contexto organizacional e interpersonal en el que se aprende. Los resultados mostraron que la definición presentó una concepción más heterogénea en sus componentes, más sofisticada que las concepciones expresadas en el dibujo, pero con elementos de una visión reproductiva del aprendizaje y un procesamiento cognitivo superficial.
This work aims to perform an analysis of university student’ learning conceptions, which have both implicit and explicit elements. A descriptive approach was used. The participants were 74 second-year students of teaching programs from the Faculty of Exact and Natural Sciences (FCEyN)) from the National University of Mar del Plata (UNMdP), Argentina. The data sources were a definition and a drawing made by the students, about a learning situation. An analysis of their content was carried out to describe which elements were incorporated in each data source. In the representations about learning the students included mainly aspects related to the content and the organizational and interpersonal context in which they learn. The results showed that the definition was a more heterogeneous conception in its components, more sophisticated than the conceptions expressed in the drawing, but with elements of a reproductive vision of learning and a superficial cognitive processing.
This work aims to perform an analysis of university student’ learning conceptions, which have both implicit and explicit elements. A descriptive approach was used. The participants were 74 second-year students of teaching programs from the Faculty of Exact and Natural Sciences (FCEyN)) from the National University of Mar del Plata (UNMdP), Argentina. The data sources were a definition and a drawing made by the students, about a learning situation. An analysis of their content was carried out to describe which elements were incorporated in each data source. In the representations about learning the students included mainly aspects related to the content and the organizational and interpersonal context in which they learn. The results showed that the definition was a more heterogeneous conception in its components, more sophisticated than the conceptions expressed in the drawing, but with elements of a reproductive vision of learning and a superficial cognitive processing.
Keywords
student for teacher, conception, learning, higher education, estudiante para profesor, concepción, aprendizaje, enseñanza superior