La influència dels coneixements previs, l'aprenentatge, l'ensenyament i l'avaluació en l'adquisició de coneixements de l'alumne en matemàtiques
DOI:
https://doi.org/10.7203/realia.25.15780Paraules clau:
coneixements previs, enfocament d'aprenentatge integral, aprenentatge basat en problemes, avaluació d'impacte, coneixements previs de l'alumne de matemàtiques
Resum
El propòsit d'aquest estudi és investigar la influència del coneixement previ de l'alumnat, l'enfocament d'aprenentatge integral, l'ensenyament basat en problemes i l'impacte de l'avaluació en l'aprenentatge bàsic de l'estudiant de matemàtiques a nivell universitari. La investigació planteja un disseny quasiexperimental i un qüestionari estructurat. Hi van participar dos grups experimentals i dos grups de control. Els resultats mostren que hi ha una correlació no significativa entre el coneixement previ i l'habilitat d'aprenentatge bàsic. L'estudi també va revelar que un enfocament d'aprenentatge integral es correlaciona positivament amb el coneixement previ, mentre que amb l'avaluació gairebé no hi ha correlació. D’altra banda, s'observa que hi ha correlació positiva amb l'ensenyament basat en problemes. L'enfocament tradicional es correlaciona negativament amb el coneixement previ. La investigació també planteja que el coneixement previ, l'ensenyament basat en problemes, l'enfocament d'aprenentatge integral i l'impacte de l'avaluació expliquen el 50% de la variació en els nivells d'habilitats d'aprenentatge bàsic.
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- Autoarxiu: s’autoritza i recomana als autors difondre el seu treball en Internet en repositoris institucionals i altres pàgines personals o institucionals, per afavorir la seua visibilitat i citació, sempre indicant clarament que el treball es va publicar per primera vegada en aquesta revista.
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