ABORDAGENS À APRENDIZAGEM: A DINÂMICA PARA O SUCESSO ACADÉMICO (Learning Approaches: Dynamics for Academic Success)
Resumen
Resumo
Integrada na linha de investigação SAL (Student Approaches to Learning), esta revisão de literatura centra-se nas abordagens à aprendizagem dos alunos (ensino secundário e universitário). O objetivo é entendermos a razão pela qual, o professor após dedicar tempo a ensinar determinado assunto, utilizando distintos métodos de ensino, os alunos não o aprendem, alcançando classificações insuficientes nas avaliações. Este texto está orientado na busca de respostas a determinadas questões relacionadas com o modo como os estudantes abordam a aprendizagem e a sua influência no rendimento escolar. A prática docente poderá estimular os alunos a desenvolverem abordagens à aprendizagem mais significativas, encaminhando a atenção dos mesmos mais para o entendimento dos conteúdos do que para a sua reprodução.
Palavras chave: Abordagens à aprendizagem, Estratégias de Aprendizagem, Rendimento escolar.
Abstract
As part of the SAL (Student Approaches to Learning) this literature review is focused on the learning approaches of high school and higher education students). It has as a purpose to provide explanation about the lack of learning and the poor scores students use to get, even though teachers have devoted a considerable amount of time to teaching them a certain topic under different approaches. This paper is aimed at finding answers to questions associated with the manner students are related to learning, and how this type of approaching impacts their academic performance. It is concluded, teaching may lead students to develop more stimulant learning methods, driving them to the significance of the contents rather than their mechanical reproduction.
Keywords: Approaches to Learning, Learning Strategies, School Learning, School Performance.
Resumen
Integrado en la línea de investigación SAL (Student Approaches to Learning), este trabajo de revisión se centra en los enfoques de aprendizaje de los estudiantes de secundaria y universitarios. El objetivo es entender las razones por la cuales después de que los profesores dedican tiempo a enseñar un tema determinado, utilizando diferentes métodos de enseñanza, los estudiantes no aprenden y obtienen calificaciones insuficientes en las evaluaciones. Este texto está orientado a la búsqueda de respuestas a ciertas preguntas relacionadas con la forma en que los estudiantes se acercan al aprendizaje y su influencia en el rendimiento académico. La práctica docente puede estimular a los estudiantes a desarrollar enfoques más significativos para el aprendizaje, dirigiendo la atención de los alumnos más a la comprensión de los contenidos que a su reproducción.
Palabras clave: Enfoques al Aprendizaje, Estrategias de Aprendizaje, Aprendizaje Escolar, Rendimiento Escolar.
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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, FL: Academic Press.
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Biggs, J. B. (1987a). Student Approaches to Learning and Studying. Hawthorn, Vic.: Australian Council for Educational Research.
Biggs, J. B. (1987b). The Learning Process Questionnaire (LPQ): Users’ Manual. Hawthorn, Vic.: Australian Council for Educational Research.
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.
Biggs, J. B. (1990). Effects of language medium of instruction on approaches to learning. Educational Research Journal, 5, 18-28.
Biggs, J. B. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: some comparative studies. Educational Research Journal, 6, 27-39.
Biggs, J. B. (1993a). From theory to practice: a cognitive systems approach. Higher Education Research and Development, 12, 73-85.
Biggs, J. B. (1993b). What do inventories of students’ learning-process really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19.
Biggs, J. B. (1996a). Western misperceptions of the Confucian-heritage learning culture. In D. Watkins & J. Biggs (Eds.), The Chinese Learner: cultural, psychological and contextual influences (pp. 45-67). Hong Kong: Cerc and Acer.
Biggs, J. B. (1996b). Enhancing teaching through constructive alignement. Higher Education, 32(3), 347-364.
Biggs, J. B. (1998). Learning from the Confucian heritage: so size doesn’t matter? International Journal of Educational Research, 29, 723-738.
Biggs, J. B. (2001). Enhancing learning: A matter of style or approach? In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 73-102). Mahwah, NJ: Erlbaum.
Biggs, J. B. (2003). Teaching for quality learning at university (2.ª ed.). Buckingham: Open University Press/Society for research into Higher Education.
Biggs, J. B., & Braun, P. (1972). Models of Evaluation and Student Characteristics. Journal of Educational Measurement, 99, 303-309.
Biggs, J. B., & Das, J. (1973). Extreme Response Set, Internality-Externality and Performance. British Journal Soc. Clin. Psychology, 12, 199-210.
Biggs, J. B., Kember, D., & Leung, D. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-SF. British Journal of Educational Psychology, 71(1), 133-149.
Biggs, J. B., & Kirby, J. R. (1983). Approaches to learning in Universities and CAEs. Vestes, 27 (2), 3-9.
Biggs, J. B., & Moore, P. J. (1993). The process of learning. Sydney: Prentice Hall of Australia.
Biggs, J. B., & Telfer, R. A. (1987). The Process of Learning: Psychology for Australian Educators. Sydney: Prentice-Hall.
Cano, F, Garcia, A., & Justicia, F. (1994). Learning strategies, styles and approaches: an analysis of their interrelationships. Higher Education, 27, 239-260.
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2015-10-29
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Paiva, M. O. A., & Lourenço, A. A. (2015). ABORDAGENS À APRENDIZAGEM: A DINÂMICA PARA O SUCESSO ACADÉMICO (Learning Approaches: Dynamics for Academic Success). CES Psicología, 8(2), 47–75. Recuperado a partir de https://revistas.ces.edu.co/index.php/psicologia/article/view/3122
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Revista CES Psicología ISSN 2011 3080
Facultad de Psicología, Universidad CES Primera edición 2008. Última actualización Mayo 18 de 2022. Todos los derechos reservados. Hecho el depósito legal que exige la ley.
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