RESUMENEl objetivo de este estudio fue investigar la relación entre las “abordajes de aprendizaje” (i.e., la combinación de la motivación y las estrategiasutilizadas en el aprendizaje) de los estudiantes rurales del primer ciclo de educación básica y el contexto del aula donde esto se lleva a cabo. Para la recogida de datos se llevaron a cabo entrevistas estructuradas con una muestra de los estudiantes sobre su abordaje de aprendizaje. También se caracterizaron sus ambientes de aprendizaje en el aula, a través de un cuestionario aplicado a sus propios maestros. Para una análisis general de la relación entre el contexto de aprendizaje con las abordajes de aprendizaje se llevó a cabo el teste Mann-Whitney para dos muestras independientes. En un análisis más discriminante, se calculó el coeficiente de correlación de Spearman entre los componentes particulares de esas dos variables. Los resultados apuntan a la existencia de una asociación entre una mayor exposición a un contexto de aprendizaje “abierto” (i.e., , centrado en los estudiantes) y el mayor uso por ellos de una abordaje de profundidad de aprendizaje (i.e., aprendizaje activa).Palabras Clave: abordajes de aprendizaje; contexto de aprendizaje; educación rural; territorio rural.ABSTRACTThe aim of this study was to investigate the relationship between elementary rural students’ “approaches to learning” (i.e., the combination of motivation and strategies used in learning) and their classrooms’ learning context. A sample of elementary students participated by answering to a structured interview on approach to learning while their teachers answered to a questionnaire on classrooms’ learning environment. For a general analysis of the relationship between learning context and approaches to learning a Mann-Whitney test for two independent samples was conducted. In a more discriminated analysis, it was also calculated the Spearman correlation between particular components of those two variables. Results point to the existence of an association between a higher exposure to an “open” learning context (i.e., student centred) and higher use of a “deep” approach to learning (i.e., active learning).Keywords: approaches to learning; learning context; rural education; rural territory.
The aim of this study is to understand the conceptions of learning of elementary Portuguese students, by investigating possible replications and innovations in relation to the conceptions identified by phenomenographic research. Semi-structured interviews were conducted, centered on three dimensions of conceptions of learning: referential (what is learning), procedural (how to learn), contextual (where one learns). Intermediate thematic analysis of the answers to the interviews showed a correspondence between observed learning conceptions and the basic conceptions revealed by Phenomenography (e.g., learning as accumulation of information, as comprehension or as a way to obtain school grades) and also allowed to unveil the existence of new conceptions of learning, which represent learning as the performance of specific activities, a return of information by explanation, or as an outcome achievable through personal and autonomous effort.
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