Enfoques y concepciones de enseñanza y aprendizaje: hacia la escuela de excelencia
Resumen
De la revisión de la literatura surge la premisa de que, para fomentar una enseñanza de calidad, los profesores deben ser concientes de sus enfoques y concepciones de enseñanza y aprendizaje, así como de su praxis pedagógica y los resultados correspondientes. Esta percepción permite a los profesores reflexionar críticamente sobre sus prácticas, identificar puntos fuertes y áreas de mejora, y adaptar sus estrategias de enseñanza para satisfacer mejor las necesidades individuales y colectivas de los estudiantes. Este texto reflexivo tiene como objetivo evidenciar la importancia de los enfoques y concepciones de enseñanza de los profesores, así como el impacto que ejercen en los enfoques de aprendizaje de los alumnos. En este enfoque holístico, se propone que el docente opte por enfoques de enseñanza más comprensivos y amplios, capaces de desencadenar enfoques de aprendizaje más profundos en los alumnos. También se destacó la importancia de comprender las concepciones de los alumnos sobre sus situaciones de aprendizaje y actuar para mejorar los contextos de enseñanza en los que experimentan enfoques de aprendizaje profundo, lo que implica necesariamente un enfoque centrado en el alumno. La conciencia de los enfoques y concepciones de enseñanza y aprendizaje es un pilar fundamental para garantizar una enseñanza de calidad y proporcionar experiencias educativas significativas y enriquecedoras para los alumnos. Esta investigación se justifica por la necesidad de promover la enseñanza y el aprendizaje de excelencia a través de procesos en los que la transmisión y la adquisición sucesiva de contenidos cognitivos ocurran en un ambiente de intercambio en la relación entre profesor y alumno, fomentando el éxito escolar y la concentración de los alumnos en aprendizajes más cualitativos y significativos. Se ofrecen algunas sugerencias para la práctica educativa.- Referencias
- Cómo citar
- Métricas
Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(33), 233-236. https://doi.org/10.1080/1359866X.2020.1752051
Araújo, F. R. D. (2023). Concepções epistemológicas da prática educativa: explorando os fundamentos do processo de ensino-aprendizagem. Revista Ibero-Americana de Humanidades, Ciências e Educação, 9(10), 2819-2827. https://doi.org/10.51891/rease.v9i10.11860
Bastable, S., Sopczyk, D., Gramet, P., & Jacobs, K. (2019). Health professional as educator: Principles of teaching and Learning (2nd ed.). Jones & Bartlett Learning.
Biesta, G. (2019). Teaching for the possibility of being taught: world-centred education in an age of learning. E-Journal of the Philosophy of Education, 4, 55-69. https://pesj.sakura.ne.jp/english/EEJPE04(Biesta).pdf
Biggs, J. B. (1978). Individual and group differences in study processes. British Journal of Educational Psychology, 48, 266-279. https://eric.ed.gov/?id=EJ202553
Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394. https://link.springer.com/article/10.1007/BF01680526
Biggs, J. B. (1984). Learning Strategies, Student Motivation Patterns and Subjectively Perceived Success. In J. R. Kirby (Ed.), Cognitive Strategies and Educational Performance (pp. 111-134). Orlando: Academic Press.
Biggs, J. B. (1987a). Student Approaches to Learning and Studying. Hawthorn: Australian Council for Educational Research. https://files.eric.ed.gov/fulltext/ED308201.pdf
Biggs, J. B. (1987b). The Study Process Questionnaire (SPQ): Manual. Hawthorn, Vic.: Australian Council for Educational Research. https://eric.ed.gov/?id=ED308200
Biggs, J. B. (1987c). The Learning Process Questionnaire (LPQ): Users’ Manual. Hawthorn: Australian Council for Educational Research. https://eric.ed.gov/?id=ED308199
Biggs, J. B. (1988a). Approaches to learning and essay writing. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 186-228). New York: Plenum.
Biggs, J. B. (1988b). Assessing students’ approaches to learning. Australian Psychologist, 23, 197-206. https://aps.onlinelibrary.wiley.com/doi/abs/10.1080/00050068808255604
Biggs, J. B. (1990). Effects of language medium of instruction on approaches to learning. Educational Research Journal, 5, 18-28.
Biggs, J. (2014). Enhancing Learning: A Matter of Style or Approach? In J. Rober, J. Sternberg, & Li-fang Zhang (Eds.), Perspectives on Thinking, Learning, and Cognitive Styles (pp. 76-106). Routledge. https://doi.org/10.4324/9781410605986
Boulton-Lewis, G., Smith, D., McCrindle, A., Burnett, P., & Campbell, K. (2001). Secondary teachers’ conceptions of teaching and learning. Learning and Instruction, 11(1), 35-51. https://doi.org/10.1016/S0959-4752(00)00014-1
Corcelles-Seuba, M., Duran-Gisbert, D., Flores-Coll, M., Miquel-Bertran, E., y Ribosa-Martínez, J. (2023). Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora. Estudios sobre Educación, 44, 35-58. https://doi.org/10.15581/004.44.002
Eklund‐Myrskog, G. (1997). Students’ views of learning in vocational education. Scandinavian Journal of Educational Research, 41(2), 179-188. https://www.tandfonline.com/doi/abs/10.1080/0031383970410205
Felix, B. S., Octaviani, M. I. C., & Freitas, R. O. F. (2024). O desenvolvimento infantil e a integração das tecnologias digitais na educação. Revista Educação em Páginas, 3(3), e13801. https://doi.org/10.22481/redupa.v3.13801
Hederich-Martínez, C., Camargo-Uribe, A., y Hernández-Valbuena, C. (2022). Patrones de aprendizaje del profesorado colombiano en formación. Estudios Sobre Educación, 42, 195-215. https://doi.org/10.15581/004.42.009
Holmbukt, T. (2018). Interdisciplinary approaches for deep learning. Nordie Journal of Modern Language Methodology, 6(1), 3-24. https://doi.org/10.46364/njmlm.v6i1.425
Imathiu, S. (2018). Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube’. Current Research Journal of Social Sciences and Humanities, 1(1), 21-28. https://doi.org/10.12944/CRJSSH.1.1.03
Kember, D., & Kwan, K. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469-490. https://link.springer.com/article/10.1023/a:1026569608656
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Lacerda, C. R., & Guerreiro, M. G. (2023). Aprendizagem significativa: estudo sobre a visão dos professores no Ensino Superior. Revista Internacional de Educação Superior, 9, e023036. https://doi.org/10.20396/riesup.v9i00.8668162
Lourenço, A. A., & Paiva, M. O. (2015). Abordagens à aprendizagem: a dinâmica para o sucesso académico. Revista CES Psicología, 8(2), 47-75. https://www.researchgate.net/publication/283734536
Martin, E., & Ramsden, P. (1987). Learning skills or skill in learning? In J. T. E. Richardson, M. W. Eysenck, & D. W. Pipper (Eds.), Student Learning: Research in Education and Cognitive Psychology (pp. 155-167). Society for Research into Higher Education and Open University Press. https://psycnet.apa.org/record/1987-97850-014
Marton, F. (1975). On non-verbatim learning: I. Level of processing and level of outcome. Scandinavian Journal of Psychology, 16(1), 273-279. https://doi.org/10.1111/j.1467-9450.1975.tb00193.x
Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-300. https://www.scirp.org/reference
Marton, F., & Pang, M. F. (2006). On some necessary conditions of learning. The Journal of the Learning Sciences, 15(2), 193-220. https://doi.org/10.1207/s15327809jls1502_2
Marton, F., & Pong, W. Y. (2005). On the unit of description in phenomenography. Higher Education Research & Development, 24(4), 335-348. https://doi.org/10.1080/07294360500284706
Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The Experience of Learning. Implications for Teaching and Studying in Higher Education (pp. 39-58). Scottish Academic Press Limited. https://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching/Resources/Experience_of_learning/EoLChapter3.pdf/referencespapers?referenceid=537795
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 96-107. https://doi.org/10.1016/j.ijedro.2020.100012
Murtonen, M., Antoa, E., Laakkonena, E., & Vilppua, H. (2022). University teachers’ focus on students: examining the relationships between visual attention, conceptions of teaching and pedagogical training. Frontline Learning Research, 10(2), 64-85. https://doi.org/10.14786/flr.v10i2.1031
Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict, and accommodation: toward a principled teaching strategy. Instructional Science, 11, 183-200. https://doi.org/10.1007/BF00414279
OECD (2019). TALIS 2018 Results (Vol. I): Teachers and school leaders as lifelong learners. OECD Publishing. https://www.oecd.org/education/talis-2018-re-sults-volume-i-1d0bc92a-en.htm
Paiva, M. O., & Lourenço, A. A. (2017). Abordagens ao ensino: Implicações no processo de aprendizagem dos alunos. Estudos e Pesquisas em Psicologia, 17(3), 1022–1041. https://doi.org/10.12957/epp.2017.37700
Pellegrino, J. W., & Hilton, L. H. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academic Press.
Piletti, N., & Rossato, S. M. (2011). Psicologia da aprendizagem: Da teoria do condicionamento ao construtivismo. Contexto.
Prosser, M., & Trigwell, K. (1997). Relations between perceptions of the teaching environment and approaches to teaching. British Journal of Educational Psychology, 67, 25-35. https://bpspsychub.onlinelibrary.wiley.com/toc/20448279/1997/67/1
Prosser, M., & Trigwell, K. (1998). Teaching for learning in higher education. Buckingham: Open University Press.
Prosser, M., & Trigwell, K. (2000). Understanding Learning and Teaching: The Experience in Higher Education. Open University Press.
Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the approaches to teaching inventory. British Journal of Educational Psychology, 76, 405-419. https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1348/000709905X43571
Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching. Learning and Instruction, 4(3), 217-231. https://doi.org/10.1016/0959-4752(94)90024-8
Sacristán, J. G. (2013). Saberes e incertezas sobre o currículo. Ed. Penso.
Säljö, R. (1979). Learning in the learner´s perspective I. Some common-sense conceptions, Report, 76. University of Göteborg, Institute of Education.
Säljö, R. (1988). Learning in Educational Settings: methods of inquiry. In P. Ramsden (Ed.), Improving Learning: new perspectives (pp. 32-48). London: Kogan Page. https://cir.nii.ac.jp/crid/1130282271390975104
Schwartz, D., & Goldstone, R. (2016). Learning as coordination: Cognitive psychology and education. In L. Corno, & E. Anderman (Eds.), Handbook of Educational Psychology (pp. 61-75). Routledge. https://psycnet.apa.org/record/2016-02743-005
Semper, J. V. O., y Iriso, I. L. (2022). La educación centrada en el encuentro como forma singular de innovación. Estudios Sobre Educación, 43, 47-64. https://doi.org/10.15581/004.43.003
Sheppard, C., & Gilbert, J. (1991). Course design, teaching method and student epistemology. Higher Education, 22(3), 229-249. https://link.springer.com/article/10.1007/BF00132289
Shulman, L. (2014). Conhecimento e ensino: fundamentos para a nova reforma. Cadernos Cenpec, 4(2), 196-229. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293
Thurber, D. (2021). Designing learning experiences for the future of learning in the digital age: a proposed framework. Current Issues in Education, 22(1), 1-18. https://eric.ed.gov/?id=EJ1378135
Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32 (1), 77-87. https://link.springer.com/article/10.1007/BF00139219
Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409-424. https://link.springer.com/article/10.1007/s10648-004-0007-9
Tsai, P. S., Tsai, C. C., & Hwang, G. H. (2016). The effects of instructional methods on students’ learning outcomes requiring different cognitive abilities: context-aware ubiquitous learning versus traditional instruction. Interactive Learning Environments, 24(7), 1497-1510 https://doi.org/10.1080/10494820.2015.1035730
Van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54, 73-83. https://doi.org/10.1111/j.2044-8279.1984.tb00846.x
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, 1-16. https://doi.org/10.1016/j.tate.2023.104415
Araújo, F. R. D. (2023). Concepções epistemológicas da prática educativa: explorando os fundamentos do processo de ensino-aprendizagem. Revista Ibero-Americana de Humanidades, Ciências e Educação, 9(10), 2819-2827. https://doi.org/10.51891/rease.v9i10.11860
Bastable, S., Sopczyk, D., Gramet, P., & Jacobs, K. (2019). Health professional as educator: Principles of teaching and Learning (2nd ed.). Jones & Bartlett Learning.
Biesta, G. (2019). Teaching for the possibility of being taught: world-centred education in an age of learning. E-Journal of the Philosophy of Education, 4, 55-69. https://pesj.sakura.ne.jp/english/EEJPE04(Biesta).pdf
Biggs, J. B. (1978). Individual and group differences in study processes. British Journal of Educational Psychology, 48, 266-279. https://eric.ed.gov/?id=EJ202553
Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394. https://link.springer.com/article/10.1007/BF01680526
Biggs, J. B. (1984). Learning Strategies, Student Motivation Patterns and Subjectively Perceived Success. In J. R. Kirby (Ed.), Cognitive Strategies and Educational Performance (pp. 111-134). Orlando: Academic Press.
Biggs, J. B. (1987a). Student Approaches to Learning and Studying. Hawthorn: Australian Council for Educational Research. https://files.eric.ed.gov/fulltext/ED308201.pdf
Biggs, J. B. (1987b). The Study Process Questionnaire (SPQ): Manual. Hawthorn, Vic.: Australian Council for Educational Research. https://eric.ed.gov/?id=ED308200
Biggs, J. B. (1987c). The Learning Process Questionnaire (LPQ): Users’ Manual. Hawthorn: Australian Council for Educational Research. https://eric.ed.gov/?id=ED308199
Biggs, J. B. (1988a). Approaches to learning and essay writing. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 186-228). New York: Plenum.
Biggs, J. B. (1988b). Assessing students’ approaches to learning. Australian Psychologist, 23, 197-206. https://aps.onlinelibrary.wiley.com/doi/abs/10.1080/00050068808255604
Biggs, J. B. (1990). Effects of language medium of instruction on approaches to learning. Educational Research Journal, 5, 18-28.
Biggs, J. (2014). Enhancing Learning: A Matter of Style or Approach? In J. Rober, J. Sternberg, & Li-fang Zhang (Eds.), Perspectives on Thinking, Learning, and Cognitive Styles (pp. 76-106). Routledge. https://doi.org/10.4324/9781410605986
Boulton-Lewis, G., Smith, D., McCrindle, A., Burnett, P., & Campbell, K. (2001). Secondary teachers’ conceptions of teaching and learning. Learning and Instruction, 11(1), 35-51. https://doi.org/10.1016/S0959-4752(00)00014-1
Corcelles-Seuba, M., Duran-Gisbert, D., Flores-Coll, M., Miquel-Bertran, E., y Ribosa-Martínez, J. (2023). Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora. Estudios sobre Educación, 44, 35-58. https://doi.org/10.15581/004.44.002
Eklund‐Myrskog, G. (1997). Students’ views of learning in vocational education. Scandinavian Journal of Educational Research, 41(2), 179-188. https://www.tandfonline.com/doi/abs/10.1080/0031383970410205
Felix, B. S., Octaviani, M. I. C., & Freitas, R. O. F. (2024). O desenvolvimento infantil e a integração das tecnologias digitais na educação. Revista Educação em Páginas, 3(3), e13801. https://doi.org/10.22481/redupa.v3.13801
Hederich-Martínez, C., Camargo-Uribe, A., y Hernández-Valbuena, C. (2022). Patrones de aprendizaje del profesorado colombiano en formación. Estudios Sobre Educación, 42, 195-215. https://doi.org/10.15581/004.42.009
Holmbukt, T. (2018). Interdisciplinary approaches for deep learning. Nordie Journal of Modern Language Methodology, 6(1), 3-24. https://doi.org/10.46364/njmlm.v6i1.425
Imathiu, S. (2018). Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube’. Current Research Journal of Social Sciences and Humanities, 1(1), 21-28. https://doi.org/10.12944/CRJSSH.1.1.03
Kember, D., & Kwan, K. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469-490. https://link.springer.com/article/10.1023/a:1026569608656
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Lacerda, C. R., & Guerreiro, M. G. (2023). Aprendizagem significativa: estudo sobre a visão dos professores no Ensino Superior. Revista Internacional de Educação Superior, 9, e023036. https://doi.org/10.20396/riesup.v9i00.8668162
Lourenço, A. A., & Paiva, M. O. (2015). Abordagens à aprendizagem: a dinâmica para o sucesso académico. Revista CES Psicología, 8(2), 47-75. https://www.researchgate.net/publication/283734536
Martin, E., & Ramsden, P. (1987). Learning skills or skill in learning? In J. T. E. Richardson, M. W. Eysenck, & D. W. Pipper (Eds.), Student Learning: Research in Education and Cognitive Psychology (pp. 155-167). Society for Research into Higher Education and Open University Press. https://psycnet.apa.org/record/1987-97850-014
Marton, F. (1975). On non-verbatim learning: I. Level of processing and level of outcome. Scandinavian Journal of Psychology, 16(1), 273-279. https://doi.org/10.1111/j.1467-9450.1975.tb00193.x
Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-300. https://www.scirp.org/reference
Marton, F., & Pang, M. F. (2006). On some necessary conditions of learning. The Journal of the Learning Sciences, 15(2), 193-220. https://doi.org/10.1207/s15327809jls1502_2
Marton, F., & Pong, W. Y. (2005). On the unit of description in phenomenography. Higher Education Research & Development, 24(4), 335-348. https://doi.org/10.1080/07294360500284706
Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The Experience of Learning. Implications for Teaching and Studying in Higher Education (pp. 39-58). Scottish Academic Press Limited. https://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching/Resources/Experience_of_learning/EoLChapter3.pdf/referencespapers?referenceid=537795
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 96-107. https://doi.org/10.1016/j.ijedro.2020.100012
Murtonen, M., Antoa, E., Laakkonena, E., & Vilppua, H. (2022). University teachers’ focus on students: examining the relationships between visual attention, conceptions of teaching and pedagogical training. Frontline Learning Research, 10(2), 64-85. https://doi.org/10.14786/flr.v10i2.1031
Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict, and accommodation: toward a principled teaching strategy. Instructional Science, 11, 183-200. https://doi.org/10.1007/BF00414279
OECD (2019). TALIS 2018 Results (Vol. I): Teachers and school leaders as lifelong learners. OECD Publishing. https://www.oecd.org/education/talis-2018-re-sults-volume-i-1d0bc92a-en.htm
Paiva, M. O., & Lourenço, A. A. (2017). Abordagens ao ensino: Implicações no processo de aprendizagem dos alunos. Estudos e Pesquisas em Psicologia, 17(3), 1022–1041. https://doi.org/10.12957/epp.2017.37700
Pellegrino, J. W., & Hilton, L. H. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academic Press.
Piletti, N., & Rossato, S. M. (2011). Psicologia da aprendizagem: Da teoria do condicionamento ao construtivismo. Contexto.
Prosser, M., & Trigwell, K. (1997). Relations between perceptions of the teaching environment and approaches to teaching. British Journal of Educational Psychology, 67, 25-35. https://bpspsychub.onlinelibrary.wiley.com/toc/20448279/1997/67/1
Prosser, M., & Trigwell, K. (1998). Teaching for learning in higher education. Buckingham: Open University Press.
Prosser, M., & Trigwell, K. (2000). Understanding Learning and Teaching: The Experience in Higher Education. Open University Press.
Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the approaches to teaching inventory. British Journal of Educational Psychology, 76, 405-419. https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1348/000709905X43571
Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching. Learning and Instruction, 4(3), 217-231. https://doi.org/10.1016/0959-4752(94)90024-8
Sacristán, J. G. (2013). Saberes e incertezas sobre o currículo. Ed. Penso.
Säljö, R. (1979). Learning in the learner´s perspective I. Some common-sense conceptions, Report, 76. University of Göteborg, Institute of Education.
Säljö, R. (1988). Learning in Educational Settings: methods of inquiry. In P. Ramsden (Ed.), Improving Learning: new perspectives (pp. 32-48). London: Kogan Page. https://cir.nii.ac.jp/crid/1130282271390975104
Schwartz, D., & Goldstone, R. (2016). Learning as coordination: Cognitive psychology and education. In L. Corno, & E. Anderman (Eds.), Handbook of Educational Psychology (pp. 61-75). Routledge. https://psycnet.apa.org/record/2016-02743-005
Semper, J. V. O., y Iriso, I. L. (2022). La educación centrada en el encuentro como forma singular de innovación. Estudios Sobre Educación, 43, 47-64. https://doi.org/10.15581/004.43.003
Sheppard, C., & Gilbert, J. (1991). Course design, teaching method and student epistemology. Higher Education, 22(3), 229-249. https://link.springer.com/article/10.1007/BF00132289
Shulman, L. (2014). Conhecimento e ensino: fundamentos para a nova reforma. Cadernos Cenpec, 4(2), 196-229. http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293
Thurber, D. (2021). Designing learning experiences for the future of learning in the digital age: a proposed framework. Current Issues in Education, 22(1), 1-18. https://eric.ed.gov/?id=EJ1378135
Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32 (1), 77-87. https://link.springer.com/article/10.1007/BF00139219
Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409-424. https://link.springer.com/article/10.1007/s10648-004-0007-9
Tsai, P. S., Tsai, C. C., & Hwang, G. H. (2016). The effects of instructional methods on students’ learning outcomes requiring different cognitive abilities: context-aware ubiquitous learning versus traditional instruction. Interactive Learning Environments, 24(7), 1497-1510 https://doi.org/10.1080/10494820.2015.1035730
Van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54, 73-83. https://doi.org/10.1111/j.2044-8279.1984.tb00846.x
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, 1-16. https://doi.org/10.1016/j.tate.2023.104415
Lourenço, A. A., Valente, S., Dominguez-Lara, S., & Fulano, C. (2025). Enfoques y concepciones de enseñanza y aprendizaje: hacia la escuela de excelencia. Teoría De La Educación. Revista Interuniversitaria, 37(1), 65–89. https://doi.org/10.14201/teri.31936
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