La enseñanza de la competencia Aprender a Aprender en grados universitarios (Pedagogía y Educación social)

Bernardo Gargallo López; Fran J. Garcia-Garcia; Irene Verde Peleato; Gonzalo Almerich Cerveró

doi:10.30827/relieve.v30i2.29432

Autores

Bernardo Gargallo López University of Valencia https://orcid.org/0000-0002-2805-4129
Fran J. Garcia-Garcia University of Valencia https://orcid.org/0000-0002-6267-0080
Irene Verde Peleato University of Valencia
Gonzalo Almerich Cerveró University of Valencia https://orcid.org/0000-0002-8952-4104

DOI:

https://doi.org/10.30827/relieve.v30i2.29432

Palavras-chave:

aprender a aprender, educação baseada em competências, ensino superior, programas educativos

Resumo

A competência Aprender a Aprender (AaA) foi proposta pela União Europeia (2006 e 2018) como competência-chave para a aprendizagem ao longo da vida. Esta competência é ensinada no ensino pré-universitário, mas há estudos que confirmam que os estudantes universitários não a dominam adequadamente. Neste trabalho, foi aplicado um programa educativo para ensinar a competência numa disciplina dos cursos de Pedagogia e Educação Social da Universidade de Valência. O objetivo era aumentar o nível de gestão da competência dos alunos. Foi utilizado um modelo quase-experimental pré-teste-pós-teste com uma amostra de 116 sujeitos pertencentes a 3 grupos experimentais e foram também recolhidos dados qualitativos. Foi concebido e aplicado um programa de formação, integrado na dinâmica docente da disciplina, com cinco sessões de cerca de uma hora, nas quais foram trabalhados processos e capacidades integradas na competência: cognitivas, metacognitivas e éticas. O questionário CECAPEU e uma rubrica desenvolvida ad hoc foram utilizados como instrumentos de medição. Contrastando dados pré-teste-pós-teste, foram encontradas melhorias estatisticamente significativas em pontuações das dimensões cognitiva, metacognitiva e ética do questionário, e da rubrica relacionadas com os conteúdos do programa, nas três dimensões trabalhadas. Os estudantes participantes também avaliaram positivamente o programa. Os resultados, positivos, confirmam a eficácia do programa e encorajam a seguir nesta direção, com programas integrados nas disciplinas e com instrumentos de avaliação que incluem a avaliação da utilização desta competência em tarefas autênticas.

Downloads

Não há dados estatísticos.

Biografias Autor

Bernardo Gargallo López, University of Valencia

Professor of Theory of Education at the University of Valencia. First National Prize for Educational Research in 2000 and 2002. His current line of research and the competitive projects he has directed are focused on teaching and learning at the university. He directs the GIPU-EA group. He has participated in 16 funded research projects, of which he has directed 11. He is an evaluator of national and regional agency research projects.

Fran J. Garcia-Garcia, University of Valencia

Assistant Professor at the Department of Educational Theory, University of Valencia, Spain. His work focuses on learning difficulties and processes, and his latest publications offer collaborative methods for addressing asynchronous online learning challenges among university students.

Irene Verde Peleato, University of Valencia

Permanent Professor at the Department of Education Theory at the University of Valencia. Diploma in Teaching; Degree in Pedagogy. Master's degree in Spanish as a foreign language (University of Southern California, USA). PhD in Pedagogy from the University of Valencia. Research track in topics of intercultural-bilingual education, learning strategies, development cooperation and creativity in education.

Gonzalo Almerich Cerveró, University of Valencia

Associate Professor in the Department of Research Methods and Diagnosis in Education at the University of Valencia. Doctor in Educational Sciences. His research career focuses on the integration of Information and Communication Technologies (ICT) in education, 21st century competences, student learning processes, educational measurement and educational research methodology. In 2004, he was awarded the National Prize for Educational Research by the Ministry of Education and Science for his research on the integration of ICT in education.

Referências

Bandalos, D.L. (2018). Measurement Theory and Applications for the Social Sciences. The Guilford Press.

Biggs, J. (2005). Calidad del aprendizaje universitario. Narcea.

Caena, F. (2019). Developing a European Framework for the Personal, Social & Learning lo Learn Key Competence. Publications Office of the European Union. https://bit.ly/2vBzK8A

Caena, F., & Stringher, C. (2020). Towards a New Conceptualization of Learning to Learn. Aula Abierta, 49(3), 207–216. https://doi.org/10.17811/rifie.49.3.2020.199-216

Cameron, R. B., & Rideout, C. A. (2020). It’s been a challenge finding new ways to learn: first-year students’ perceptions of adapting to learning in a university environment. Studies in Higher Education, 42(11), 2153-2169. https://doi.org/10.1080/03075079.2020.1783525

CE (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. https://bit.ly/37R4bb5.

CE (2018). Recomendación del Consejo de 22 de mayo de 2018 relativa a las competencias clave para el aprendizaje permanente. https://links.uv.es/fX3sQ0O

Creswell, J. W. & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

EI-ESU. (2012). Bologna with student eyes 2012. http://www.esu-online.org/asset/News/6068/BWSE2012-online1.pdf

Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: current use, calculations, and interpretation. Journal of experimental psychology: General, 141(1), 2-18. https://doi.org/10.1037/a0024338.

Furtado Rosa, A., & Machado Tinoco Feito Rosas, A. M. (2016). Learning to learn the Nursing Consultation: Comprehensive Analysis in the Perspective of the Student. International Archives of Medicine, 9(388), 1-9. https://doi.org/10.3823/2259.

Gargallo López, B., García-García, F. J., López-Francés, I., Jiménez Rodríguez, M. Á., & Moreno Navarro, S. (2020). | The learning to learn competence: An assessment of a theoretical model. Revista Española de Pedagogía, 78 (276), 187-211. doi: https://doi.org/10.22550/REP78-2-2020-05

Gargallo-López, B., Suárez-Rodríguez, J.M., Pérez-Pérez, C., Almerich Cerveró, G., & Garcia-Garcia, F.J. (2021). El cuestionario CECAPEU. Un instrumento para evaluar la competencia aprender a aprender en estudiantes universitarios. RELIEVE, 27(1), art. 1. http://doi.org/10.30827/relieve.v27i1.20760

Grace, S., Innes, E., Patton N., & Stockhausen, L. (2017). Ethical experiential learning in medical, nursing and allied health education: A narrative view. Nurse Education today, 51, 23-33. https://doi.org/10.1016/j.nedt.2016.12.024

Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate student portfolio. Instructional Science, 33(5-6), 413–450. https://doi.org/10.1007/s11251-005-1274-7

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (Seventh edition). Upper Saddle River. https://doi.org/10.1007/s11251-005-1274-7

Hautamäki, J., Arinen, P., Eronen, S., Hautamäki, A., Kupianien, S., Lindblom, B., Niemivirta, M., Pakaslahti, L., Rantanen, P., & Scheinin, P. (2002). Assessing Lear-ning-to-Learn: A Framework. Helsinki: Centre for Educational Assessment, Helsinki University/National Board of Education.

Hernández Pina, F., Rosário, P., & Cuesta, J. D. (2008). Impacto de un programa de autorregulación del aprendizaje en estudiantes de grado. Revista de Educación, 353, 571–588.

Hofer, B. K., & Yu, S. L. (2003). Teaching self-regulated learning through a “Learning to Learn” course. Teaching of Psychology, 30, 30–33. https://doi.org/10.1207/S15328023TOP3001_05

Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be selfregulated learners. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 57–83). Guilford.

Hoskins, B., & Fredriksson, U. (2008). Learning to learn: what is it and can it be measured. European Commission: Joint Research Centre, Institute for the Protection and Security of the Citizen. Centre for Research on Lifelong Learning (CRELL).

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

Ibarra-Sáiz, M.S., Lukas-Mujika, J.F., Ponce-González, N., & Rodríguez-Gómez, G. (2023). Percepción del profesorado universitario sobre la calidad de las tareas de evaluación de los resultados de aprendizaje. RELIEVE, 29(1), art. 1. https://doi.org/10.30827/relieve.v29i1.27404

Järvelä, S., Järvenoja, H. & Malmberg, J. (2019). Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning. Intern. J. Comput.-Support. Collab. Learn, 14, 425–441. https://doi.org/10.1007/s11412-019-09313-2

Kass, M., & Faden, R. R. (2018). Ethics and learning health care: the essentials roles of engagement, transparency, and accountability. Learning Health Systems, 2(4), 1-3. https://doi.org/10.1002/lrh2.10066.

Kline, R. B. (2015). Principles and practice of structural equation modeling (Fourth ed.). Guilford Press.

Lluch Molins, L. & Portillo Vidiella, M. C. (2018). La competencia de aprender a aprender en el marco de la educación superior. Revista Iberoamericana de Educación, 78(2), 59-76. https://doi.org/10.35362/rie7823183

Mckeachie, W. J., Pintrich, P. R., & Lin, Y. G. (1985). Teaching learning strategies. Educational Psychologist, 20, 153–160. Https://doi.org/10.1207/s15326985ep2003_5

Morón-Monge, H. & García-Carmona, A. (2022). Developing prospective primary teachers’ learning-to-learn competence through experimental activities, International Journal of Science Education, 44(12), 2015-2034. https://doi.org/10.1080/09500693.2022.2108929

Muñoz-San Roque, I., Martín-Alonso, J. F., Prieto-Navarro, L., & Urosa-Sanz, B. (2016). Autopercepción del nivel de desarrollo de la competencia de aprender a aprender en el contexto universitario: propuesta de un instrumento de evaluación. Revista de Investigación Educativa, 34(2), 369-383. https://doi.org/10.6018/rie.34.2.235881

Norton, L. S., & Crowley, C. M. (1995). Can students be helped to learn? An evaluation of an approaches to learning programme for first year degree students. Higher Education, 29, 307–328. https://doi.org/10.1007/BF01384496

Nückles, M., Hübner, S., & Renkl, A. (2009). Enhancing self-regulated learning by writing learning protocols. Learning and Instruction, 19, 259–271. https://doi.org/10.1016/j.learninstruc.2008.05.002

Patton, M.Q. (2015). Qualitative Evaluation and Research Methods. Sage.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x

Pirrie, A., & Thoutenhoofd, E.D. (2013). Learning to learn in the European Reference Framework for lifelong learning. Oxford Review of Education, 39(5), 609-626. https://doi.org/10.1080/03054985.2013.840280

Reichardt, C.S. (2019). Quasi-Experimentation. A guide to design an analysis. The Guilford Press.

Rosário, P., Mourão, R., Núñez, J. C., González-Pienda, J., Solano, P., & Valle, A. (2007). Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior. Psicothema, 19, 422–427.

Sala, A., Punie, Y., Garkov, V. & Cabrera Giraldez, M. (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. Publications Office of the European Union. https//doi.org/10.2760/302967.

Sim, J. & Waaterfield, J. (2019). Focus groups methodology: some ethical challenges. Qual Quant, 53. https://doi.org/10.1007/s11135-019-00914-5

Stringher, C. (2014). What is learning to learn? A learning to learn process and output model. In R. Deakin Crick, C. Stringher, & K. Ren (Eds.), Learning to learn (pp. 9-32). Routledge. https://doi.org/10.4324/9780203078044-2

Thoutenhoofd, E.D., & Pirrie, A. (2015). From self-regulation to learning to learn: observations on the construction of self and learning. British Educational Research Journal, 41(1), 72-84. https://doi.org/10.1002/berj.3128

Viejo. C. & Ortega-Ruiz. R. (2018). Competencias para la investigación: el trabajo de fin de Máster y su potencialidad formativa. Revista de innovación y buenas prácticas docentes. 5. 46-56. https://doi.org/10.21071/ripadoc.v5i.10970

Villardón-Gallego, L., Yániz, C., Achurra, C., Iraurgi, I. & Aguilar, M. C. (2013). Learning competence in university: development and structural validation of a scale to measure. Psicodidáctica, 18(2), 357-374. https://doi.org/10.1387/RevPsicodidact.6470

Weinstein, C.E. (1988): Assessment and training of student learning strategies. In R.R. Schmeck, Learning strategies and learning styles (pp. 291-316). Plenum Press. https://doi.org/10.1007/978-1-4899-2118-5_11

Weinstein, C.E., J. Husman, & D. Dierking (2002). Self-Regulation Interventions with a focus on learning strategies”. In M. Boekaerts, P.R. Pintrich and M. Zeinder, Handbook of Self-regulation (pp. 727-747). Academic Press. https://doi.org/10.1016/B978-012109890-2/50051-2

Weinstein, C.E. & Mayer, R.E. (1985): The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). MacMillan.

Wolters. Ch. A., Laconelli. R., Peri. J., Hensley. L.G. & Kim. M. (2023). Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course. Learning and Individual Differences. 103. https://doi.org/10.1016/j.lindif.2023.102282

Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7