Motivations, Learning, Approaches, and Strategies in Biochemistry Students at a Public University in Argentina
Keywords:
Student motivation, educational strategies, learning approaches.Abstract
The aim of the present paper is to understand how university students learn, and to comprehend the motivations and learning strategies they use when deciding in what field to major. We chose a combined research design: qualitative and quantitative. We applied the Questionnaire for the Evaluation of Learning and Studying Processes (CEPEA) to Biochemistry students attending the National University of Tucumán (Argentina), and performed individual semi-structured interviews. Cluster analysis allowed us to identify three groups of students having who use different learning approaches: deep, superficial and ambivalent. We found that learning approaches are closely related with some teaching practices that encourage or inhibit them; among these are the types of learning evaluation.Downloads
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References
Barca, A. (1999). Manual del Cuestionario de Procesos de Estudio y Aprendizaje (CEPEA). Revista Galego-Portuguesa de Psicoloxía e Educación.
Biggs, J. B. (1970). Faculty patterns in study behaviour. Australian Journal of Psychology, 22 (2), 161-174.
Biggs, J. B. (1985). The role of metalearning in study process. British Journal of Educational Psychology, 55, 185-212.
Biggs, J. B. (1988). Assessing study approaches to learning. Australian Psychologist. 23,197-206.
Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8 (1), 7-25.
Biggs, J. B. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: some comparative studies. Educational Research Journal, 6, 27-39.
Entwistle, N. J. (1988a). La comprensión del aprendizaje en el aula (Trad. I. Menéndez). Barcelona: Paidós-Ministerio de Educación y Ciencia (Trabajo original publicado en 1988).
Entwistle, N. J. (1988b). Motivational factors in student’s approaches to learning. En R. R. Schmeck (Ed.), learning strategies and learning styles (pp. 68-93). Nueva York: Plenum Press.
Schmeck, R. R. (1988). Learning strategies and learning styles. Nueva York: Plenum Press.
Svensson, L. (1977). On qualitative differences in learning. III. Study skill and learning. British Journal of Ed. Psychology, 47, 233-243.
Tesch, R. (1990). Qualitative research: Análisis types and software tools. Nueva York: Falmer.
Valle, A., Barca, A., González Cabanach, R., Porto, A. y Santorum, R. (1993). Aprendizaje significativo y enfoques de aprendizaje: El papel del alumno en el proceso de construcción de conocimientos. Revista de Ciencias de la Educación, 156, 481-502.
Valle, A., González Cabanach, R. y Vieiro, P. (1997). Características Diferenciales de los enfoques de Aprendizaje en estudiantes universitarios. Revista de Psicodidáctica, 4, 25-37.
Weinstein, C. E., Goetz, E. T. y Alexander, P. (1988). Learning and study strategies: issues in assessment instruction and evaluation. Nueva York: Academic Press.
Biggs, J. B. (1970). Faculty patterns in study behaviour. Australian Journal of Psychology, 22 (2), 161-174.
Biggs, J. B. (1985). The role of metalearning in study process. British Journal of Educational Psychology, 55, 185-212.
Biggs, J. B. (1988). Assessing study approaches to learning. Australian Psychologist. 23,197-206.
Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8 (1), 7-25.
Biggs, J. B. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: some comparative studies. Educational Research Journal, 6, 27-39.
Entwistle, N. J. (1988a). La comprensión del aprendizaje en el aula (Trad. I. Menéndez). Barcelona: Paidós-Ministerio de Educación y Ciencia (Trabajo original publicado en 1988).
Entwistle, N. J. (1988b). Motivational factors in student’s approaches to learning. En R. R. Schmeck (Ed.), learning strategies and learning styles (pp. 68-93). Nueva York: Plenum Press.
Schmeck, R. R. (1988). Learning strategies and learning styles. Nueva York: Plenum Press.
Svensson, L. (1977). On qualitative differences in learning. III. Study skill and learning. British Journal of Ed. Psychology, 47, 233-243.
Tesch, R. (1990). Qualitative research: Análisis types and software tools. Nueva York: Falmer.
Valle, A., Barca, A., González Cabanach, R., Porto, A. y Santorum, R. (1993). Aprendizaje significativo y enfoques de aprendizaje: El papel del alumno en el proceso de construcción de conocimientos. Revista de Ciencias de la Educación, 156, 481-502.
Valle, A., González Cabanach, R. y Vieiro, P. (1997). Características Diferenciales de los enfoques de Aprendizaje en estudiantes universitarios. Revista de Psicodidáctica, 4, 25-37.
Weinstein, C. E., Goetz, E. T. y Alexander, P. (1988). Learning and study strategies: issues in assessment instruction and evaluation. Nueva York: Academic Press.
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Published
2006-05-01
