{"title":"以学生为中心的方法。它对大学生学习策略和方法的影响","authors":"Laura Barboyon Combey, Bernardo Gargallo López","doi":"10.14201/TERI.25600","DOIUrl":null,"url":null,"abstract":"At the university we are in a process of change, from a teaching centered approach to a learning centered approach. It is important to have scientific data about the use of such methodologies to evaluate both its usefulness and its functionality. The aim of this research was to assess whether the application of learning-centered methods would lead to an improvement in students’ learning strategies and approaches to learning compared to the control group, which received training with a teaching-centered format. A quasi-experimental cohort design, with a non-equivalent control group. The sample consisted of 243 Pedagogy and Social Education students at the University of Valencia, who were studying a course in their 1st year. The methods we used were seeking the commitment and active participation of students, by using questions, simulations, cooperative work, practical activities, development of a research project, portfolios, etc. The results that we get were positive. The students who received educational intervention with the leaning centered approach improved their learning strategies and increased the deep approach of learning compared to their peers who had studied the same course with traditional methods. These results prove the validity of these methods and can serve to motivate teachers to choose a learning centered approach; moreover, because it is relatively easy to apply these methods in the classroom.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"122 1","pages":"215-237"},"PeriodicalIF":1.5000,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Métodos centrados en el estudiante. Sus efectos en las estrategias y los enfoques de aprendizaje de los universitarios\",\"authors\":\"Laura Barboyon Combey, Bernardo Gargallo López\",\"doi\":\"10.14201/TERI.25600\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"At the university we are in a process of change, from a teaching centered approach to a learning centered approach. It is important to have scientific data about the use of such methodologies to evaluate both its usefulness and its functionality. The aim of this research was to assess whether the application of learning-centered methods would lead to an improvement in students’ learning strategies and approaches to learning compared to the control group, which received training with a teaching-centered format. A quasi-experimental cohort design, with a non-equivalent control group. The sample consisted of 243 Pedagogy and Social Education students at the University of Valencia, who were studying a course in their 1st year. The methods we used were seeking the commitment and active participation of students, by using questions, simulations, cooperative work, practical activities, development of a research project, portfolios, etc. The results that we get were positive. The students who received educational intervention with the leaning centered approach improved their learning strategies and increased the deep approach of learning compared to their peers who had studied the same course with traditional methods. These results prove the validity of these methods and can serve to motivate teachers to choose a learning centered approach; moreover, because it is relatively easy to apply these methods in the classroom.\",\"PeriodicalId\":44731,\"journal\":{\"name\":\"Teoria de la Educacion\",\"volume\":\"122 1\",\"pages\":\"215-237\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teoria de la Educacion\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14201/TERI.25600\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teoria de la Educacion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14201/TERI.25600","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Métodos centrados en el estudiante. Sus efectos en las estrategias y los enfoques de aprendizaje de los universitarios
At the university we are in a process of change, from a teaching centered approach to a learning centered approach. It is important to have scientific data about the use of such methodologies to evaluate both its usefulness and its functionality. The aim of this research was to assess whether the application of learning-centered methods would lead to an improvement in students’ learning strategies and approaches to learning compared to the control group, which received training with a teaching-centered format. A quasi-experimental cohort design, with a non-equivalent control group. The sample consisted of 243 Pedagogy and Social Education students at the University of Valencia, who were studying a course in their 1st year. The methods we used were seeking the commitment and active participation of students, by using questions, simulations, cooperative work, practical activities, development of a research project, portfolios, etc. The results that we get were positive. The students who received educational intervention with the leaning centered approach improved their learning strategies and increased the deep approach of learning compared to their peers who had studied the same course with traditional methods. These results prove the validity of these methods and can serve to motivate teachers to choose a learning centered approach; moreover, because it is relatively easy to apply these methods in the classroom.
期刊介绍:
Teoría de la Educación. Revista Interuniversitaria was founded in 1986. It is an international academic journal on Pedagogy that publishes original research articles, in open access, from a theoretical perspective and methodology of education, aiming at providing pedagogical knowledge to researchers and professionals to improve, through a discussion substantiated criticism, descriptions, explanations, understandings and applications of educational thought and action. The journal belongs to the Publication Services of the University of Salamanca. It is a biannual journal, publishing one issue per semester. The reception of articles is permanently open, welcoming original works in Spanish, English or Portuguese, admitting exceptionally proposals in other languages.