Publication: ¿Contribuye
la
universidad
al
desarrollo
de
aprendizajes
de
calidad?
Estudio
descriptivo
con
estudiantes
de
la
Universidad
de
Murcia
Authors
Torres Soto, Ana ; Vallejo Ruiz, Mónica
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.21.1.295261
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info:eu-repo/semantics/article
Description
Abstract
Este
trabajo
tiene
como
finalidad
analizar
la
formación
de
un
grupo
estudiantes
de
Pedagogía
valorando,
específicamente,
la
profundidad
del
aprendizaje
desarrollado
a
lo
largo
de
su
formación
universitaria.
Este
estudio
se
ha
abordado
desde
un
diseño
de
estudio
de
caso
utilizando
un
método
no
experimental
descriptivo,
en
el
que
se
ha
aplicado
un
cuestionario
diseñado
ad
hoc
que
recoge
el
conocimiento
del
alumnado
a
partir
de
la
resolución
de
varias
situaciones
problemáticas
propias
de
su
ámbito
profesional.
Al
tratarse
de
un
caso
concreto,
se
ha
aplicado
a
los
47
estudiantes
de
Pedagogía
de
la
Universidad
de
Murcia
que
se
encontraban
en
el
último
curso.
Los
resultados
muestran
que
un
mayor
número
de
estudiantes
ha
desarrollado
un
aprendizaje
superficial,
evidenciándose
cotas
de
comprensión
bajas
y
la
resolución
simple
de
problemas;
pudiendo
dilucidar,
por
tanto,
que
tienen
dificultades
para
argumentar
sus
respuestas
y
para
resolver
problemas
relevantes
de
su
ámbito
profesional.
This paper aims to analyze the competential formation of a group of Pedagogy students, valuing, specifically, the depth of learning developed throughout their university education. This study has been approached from a case study design using a non-‐experimental descriptive method, in which a questionnaire designed ad hoc has been applied that collects the students' knowledge from the resolution of several problematic situations of their professional scope. As it is a concrete case, it has been applied to the 47 students of Pedagogy of the University of Murcia who were in the last course. The results show that a greater number of students has developed a superficial learning, evidencing low levels of understanding and simple problem solving; Being able to elucidate, therefore, that they have difficulties to argue their answers and to solve relevant problems of their professional scope.
This paper aims to analyze the competential formation of a group of Pedagogy students, valuing, specifically, the depth of learning developed throughout their university education. This study has been approached from a case study design using a non-‐experimental descriptive method, in which a questionnaire designed ad hoc has been applied that collects the students' knowledge from the resolution of several problematic situations of their professional scope. As it is a concrete case, it has been applied to the 47 students of Pedagogy of the University of Murcia who were in the last course. The results show that a greater number of students has developed a superficial learning, evidencing low levels of understanding and simple problem solving; Being able to elucidate, therefore, that they have difficulties to argue their answers and to solve relevant problems of their professional scope.
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