ResumenLa Estadística se ha incorporado en la mayoría de las carreras universitarias y entre ellas en el grado de psicología donde la enseñanza de conceptos estadísticos presenta problemas didácticos específicos debido a que los estudiantes que lo cursan tienen una base matemática muy heterogénea. En este trabajo nos centramos en el estudio de sus actitudes, por su influencia en el proceso de aprendizaje, y las analizamos a través de la Escala de Actitudes hacia la Estadística de Estrada EAEE (ESTRADA, 2002). Los resultados indican actitudes en general moderadas o positivas, con una puntuación promedio global ligeramente superior a la posición teórica de indiferencia. El curso y los estudios previos en esta materia inciden en su actitud. Destacamos que la actitud global hacia la estadística empeora con los años de estudio, aunque las puntuaciones totales más bajas se presentan en los estudiantes que nunca estudiaron estadística, resultados que invitan a la reflexión sobre la manera que se enseñan en los diferentes niveles educativos.Palabras clave: Actitudes. Escalas. Estadística. Estudiantes de Psicología.
AbstractStatistics has been incorporated in most university courses and among them in the degree of Psychology, where the teaching of statistical concepts presents specific learning problems, because students enrolled have a very heterogeneous mathematical basis. In this work, we focus on the study of those students' attitudes for their influence on the learning process and we analyze it through the Scale of Attitudes toward Statistics of Estrada,
Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it.
Critical Thinking (CT) has become a fundamental competence of the 21st century. However, university teachers still face several difficulties in promoting it through their teaching practice, mainly due to the lack of pedagogical training aimed at this purpose. In the scope of the CRI-THINKEDU Erasmus+ project, a 5-day European training course for university teachers was held in Rome (Italy) aiming to engage participants with CT teaching practices and to prepare them with the required tools suitable for its development. Some teachers from the University of Trásos-Montes e Alto Douro (UTAD) attended the course as trainees, and later, along with other colleagues, assumed the role of trainers during its replication in Vila Real (Portugal). Through the analysis of a focus group of eight teachers from UTAD, the current exploratory case study aims to understand teachers' conceptions on CT and characterize how those are integrated in the teaching practices. It also tries to evaluate the impact that both training courses (as trainees and/or trainers) had on their professional development. Preliminary reflections on the implementation of CT teaching practices and the design of teachers training courses in this field are discussed.
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