La participación en clase es una estrategia que muchos profesores emplean para fomentar el aprendizaje activo y reflexivo por parte de sus estudiantes. En este trabajo se exploran las relaciones entre la participación con factores disposicionales (competencias comunicativas y de estudio) y con factores contextuales (comportamientos de profesores y estudiantes) en una población de estudiantes universitarios mexicanos. Se encuentra que los dos factores determinan el 50.4% de la varianza de la participación en clase, siendo la competencia comunicativa la variable de mayor peso. Estos resultados pueden ser de utilidad en los salones de clases que asignan puntos a la participación
As teachers we repeatedly criticise undergraduate students for their poor preparation, serious difficulties in reading comprehension and the almost exclusive use of mechanical memorisation. In Mexico alone (INEE, 2009) 81% of students have minimal and insufficient competence in complex cognitive activities: analysis, synthesis and problem solving. The problem has been found in other Latin American countries (Cisneros, Olave & Rojas, 2012). For reading comprehension, a heuristic has been proposed for the strategic analysis of texts, which serves as a basis for teaching Methodological-Conceptual skills in Psychology students (Santoyo, 2001). Here we undertook the task of comparing the performance of students in the distance learning system of Psychology with students in the traditional system in the strategic analysis of texts. A sixth semester group of health psychology and a first semester group of experimental psychology participated. The procedure included a virtual course using the Moodle platform, where the analysis strategy was trained for both groups. The tendency of the distance group consisted of a steady increase to reach almost perfect performance. The face-to-face group showed more variability and did not reach such a high level. The differences between pre-and post-test were significant. This model offers a promising training experience, which aims to dislodge the copy-and-paste habit, and which must be tested in other subjects, or disciplines, that require the reading of empirical articles.
Due to the poor preparation with which students arrive, we have used a text analysis strategy, underlining statistical analysis, encountering resistance from students, presumably by a negative attitude towards statistics. The objective was to test the modification of attitudes in addition to the acquisition of skills. Participants were 34 psychology students. With a pretest posttest design, an attitudes scale and an examination were applied to them. In addition to participating in a virtual course, a video showed the logic of statistical analysis, and they were asked for the strategic analysis of seven articles with a discussion forum. Significant differences were found. It is shown that the teaching of statistics will only make sense within the context of the research and intervention process. Debido a la mala preparación con que llegan los estudiantes, hemos utilizado una estrategia de análisis de textos, subrayando el análisis estadístico, encontrando resistencia de los alumnos, presumiblemente por una actitud negativa hacia la estadística. El objetivo fue probar la modificación de actitudes además de la adquisición de habilidades. Participaron 34 estudiantes de Psicología Presencial. Con un diseño pretest postest, se les aplicó una escala de actitudes y un examen, además de participar en un curso virtual, un video mostró la lógica del análisis estadístico, y se les pidió el análisis estratégico de siete artículos, con un foro de discusión. Se encontraron diferencias significativas. Se demuestra que la enseñanza de la estadística solo tendrá sentido dentro del contexto del proceso de investigación e intervención.
El objetivo principal del estudio es analizar el nivel de complejidad de las interacciones maestro-alumnos-objetos educativos en las clases de segundo grado de primaria, durante la asignatura Exploración de la Naturaleza y la Sociedad, en el contexto del Plan de Estudios 2011 en México. Participaron 37 grupos seleccionados mediante un muestreo probabilístico y estratificado en tres grados de marginación El presente estudio se realizó con el apoyo del proyecto PAPIIT IN305417 de la DGAPA. Los autores agradecen a
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