Publication: Mejora del aprendizaje pasivo. Un modelo eficaz para investigación universitaria
Authors
Muñoz Ledesma, Sabino ; Muñoz Blanco, Paul ; Janampa Acuña, Nerio ; Verde Vargas, Liliana
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Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
El conocimiento del proceso de investigación científica (CPIC) logra producción El soporte de ese conocimiento es el aprendizaje activo, que permite el desarrollo de factores cognitivos y motivacionales. Para lograr el CPIC, se creó el Modelo Pedagógico Constructivista (MOPEC) con el objetivo de evaluar el efecto de la práctica del factor cognitivo (PFC) en el CPIC con mediación de la práctica del factor motivacional (PFM), aplicando dos paradigmas. El constructivista, mediante; aprendizaje vicario, aprendizaje estratégico y modelización. El
conectivista, mediante de apoyo un manual en línea. La muestra fue,340 estudiantes evaluados por etapas y grupos. Los resultados, evidenciaron eficacia del MOPEC mediante: (1) Regresión lineal con escalamiento óptimo y encontró que el 82% de los participantes coincidían en el efecto de la PFC en el CPIC mediada por PFM (2) Modelo de ecuaciones estructurales, encontró correspondencia teórica–práctica, estadísticamente significativos, con: CMIN = 2.540, RMSEA = .067, SRMR= 0.0217; GFI=.957, AGFI=.921, CFI=.982; NFI=.970;
PRATIO = .667, PNFI = .647 (3) Aplicación del modelo de Hayes que explicaba el 79% de la varianza del CPIC utilizando 10 000 bootstrapping. Evidenciado el objetivo, se concluye que la aplicación del MOPEC, logra mejoras en el CPIC de los estudiantes de pre y posgrados.
Knowledge of the scientific research process (CPIC) achieves production. The support of this knowledge is active learning, which allows the development of cognitive and motivational factors. To achieve the CPIC, the Constructivist Pedagogical Model (MOPEC) was created with the objective of evaluating the effect of the practice of the cognitive factor (PFC) on the CPIC with mediation of the practice of the motivational factor (PFM), applying two paradigms. The constructivist, through; vicarious learning, strategic learning and modeling. The connectivist, through an online manual as support. The sample was 340 students evaluated by stages and groups. The results showed effectiveness of the MOPEC through: (1) Linear regression with optimal scaling and found that 82% of the participants agreed on the effect of the PFC on the CPIC mediated by PFM (2) Structural equation model, found theoretical correspondence –practice, statistically significant, with: CMIN = 2.540, RMSEA = 067, SRMR = 0.0217; GFI=.957, AGFI=.921, CFI=.982; NFI=.970; PRATIO = .667, PNFI = .647 (3) Application of the Hayes model that explained 79% of the variance of the CPIC using 10,000 bootstrapping. Once the objective is evident, it is concluded that the application of MOPEC achieves improvements in the CPIC of undergraduate and graduate students.
Knowledge of the scientific research process (CPIC) achieves production. The support of this knowledge is active learning, which allows the development of cognitive and motivational factors. To achieve the CPIC, the Constructivist Pedagogical Model (MOPEC) was created with the objective of evaluating the effect of the practice of the cognitive factor (PFC) on the CPIC with mediation of the practice of the motivational factor (PFM), applying two paradigms. The constructivist, through; vicarious learning, strategic learning and modeling. The connectivist, through an online manual as support. The sample was 340 students evaluated by stages and groups. The results showed effectiveness of the MOPEC through: (1) Linear regression with optimal scaling and found that 82% of the participants agreed on the effect of the PFC on the CPIC mediated by PFM (2) Structural equation model, found theoretical correspondence –practice, statistically significant, with: CMIN = 2.540, RMSEA = 067, SRMR = 0.0217; GFI=.957, AGFI=.921, CFI=.982; NFI=.970; PRATIO = .667, PNFI = .647 (3) Application of the Hayes model that explained 79% of the variance of the CPIC using 10,000 bootstrapping. Once the objective is evident, it is concluded that the application of MOPEC achieves improvements in the CPIC of undergraduate and graduate students.
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