Towards a new conceptualization of Learning to Learn

Caena, Francesca; Stringher, Cristina

doi:10.17811/rifie.49.3.2020.199-216

Cited by 19 publications

(25 citation statements)

References 36 publications

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“…The six identified competencies, namely technology use, cognitive processing, digital reading, peer management, time management and will management should be taken into consideration to promote students' 21st century skills. In fact, the results of this study also coincide with the four domains of "learning to learn" proposed by Caena and Stringher [68], namely: cognitive and metacognitive domain, affective-motivational and learning dispositions domain, proactive domain and social domain.…”

Section: Discussionsupporting

confidence: 88%

Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review

et al. 2021

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Digital learning competence (DLC) can help students learn effectively in digital learning environments. However, most of the studies in the literature focused on digital competencies in general without paying specific attention to learning. Therefore, this paper developed a DLC framework based on a comprehensive literature review, which consists of six dimensions, namely technology use, cognitive processing, digital reading skill, time-management, peer management and will management. This study then developed a scale to assess these competencies where 3473 middle school students participated in the scale validation process. Specifically, exploratory factor analysis, confirmatory factor analysis and item discrimination were used to validate this scale. The six dimensions accounted for 58.66% of the total variance of the scale. The overall internal consistency coefficient was 0.94 for the scale. The results showed that the developed DLC scale is a valid and reliable instrument for assessing middle school students’ digital learning competence. The findings of this study can help teachers and specialists to improve the competencies of their learners by providing a new validated scale that could be used to assess learners and identify their DLC weakness, hence provide the needed trainings accordingly.

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Section: Discussionsupporting

confidence: 88%

Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review

et al. 2021

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“…In terms of research, L2L is rooted within the cognitive and sociocultural research paradigms (Caena and Stringher 2020;Deakin Crick, Broadfoot, and Claxton 2004;Hautamäki et al 2002;Hoskins and Friedriksson 2008;Kupiainen, Hautamäki, and Rantanen 2008;Stringher 2014). In the literature, however, no established L2L definition exists, due to differing research traditions posing several theoretical hurdles (Deakin Crick et al 2014;Caena and Stringher 2020). A key difficulty for theorists is establishing boundaries and components for inclusion within this notion (Black et al 2006;Stringher 2008).…”

Section: L2l In the International Literaturementioning

confidence: 99%

“…Another theoretical difficulty concerns the distinction between L2L components, determinants and outcomes (Stringher 2014). Following earlier work (Stringher 2008(Stringher , 2014, Caena and Stringher (2020) recently attempted to make these distinctions explicit. According to their definition, 'L2L is a complex hyper-competence orchestrating cognitive, metacognitive and socio-affective-motivational assets of the individual, in a voluntary effort to produce knowledge upon and improvement of one's own learning' (213).…”

Section: L2l In the International Literaturementioning

confidence: 99%

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Learning to learn and assessment: Complementary concepts or different worlds?

Stringher¹,

Rivera²,

Patera³

et al. 2021

Educational Research

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Background: 'Learning to Learn' (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sensemaking effort to improve or update one's own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L-assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers' L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers' assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers' assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately onefifth was classified with partial connection and almost half was classified as showing no connection. The L2L-assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L-assessment connection during initial and inservice teacher education, in order for teachers to develop assessment practices conducive to L2L.

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“…120-140.) Se presentan las teorías que sustentan esta variable, la primera esta referida por John H.Flavell, que esta citada porFlavell (2019), en donde indica que la metacognicion implica la comprencion por paarte de las personas de los principios del pensamiento inteligente , ya sean propias o ajenas , tomandop la iniciativa frente a actitudes de otras personas .Una segunda teoria es la presentada por la Metacognición y aprendizaje: "aprender a aprender", que es citada porCaena & Stringher (2020) hace mención que la metacognicion es muy utilizada en los ambitos de la psicopedagocia y tambien en la docencia , siendo importante para los alumnos aprender a dicernir y a tener un pensamiento critico , con el analisis y entendimiento, siendo muy imprtante que las instituciones ducativas planteen estrategias para mejorara esta capoacidad en sus estudiantes.En presente estudio de investigación plantea el estudio de la variable de metacognición en sus dimensiones Percepción, Procesamiento de la información y Critico-reflexivo.…”

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Estrategias metacognitivas y pensamiento crítico en docentes

2022

Ciencia Latina

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El presente artículo ha tenido como finalidad el análisis del nivel del pensamiento crítico de los docentes para la presentación de una propuesta de mejora, el estudio ha sido planteada como tipo descriptiva – propositiva, diseño no experimental, con una población de 100 docentes de la institución educativa, se elaboró como instrumento un cuestionario de 23 preguntas, aplicándose mediante una encuesta. Los resultados indicaron que el pensamiento crítico es aplicado por la mayoría de docentes en el nivel regular y bueno, para la dimensión lógica el 98% en niveles de regular y bueno, para la dimensión sustantiva el 96% en regular y bueno, para la dimensión dialógica el 100% en regular y bueno; para la dimensión contextual el 90% regular y bueno, para la dimensión pragmática el 98% en regular y bueno, para la variable pensamiento crítico el 97% regular y bueno. Con estos resultados se ha elaborado la propuesta e estrategias metacognitivas con el fin de en busca de mejorar el pensamiento crítico del personal docente.

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Towards a new conceptualization of Learning to Learn

Cited by 19 publications

References 36 publications

Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review

Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review

Learning to learn and assessment: Complementary concepts or different worlds?

Estrategias metacognitivas y pensamiento crítico en docentes

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