Concepciones sobre la enseñanza y el aprendizaje del alumnado del Máster de Formación del Profesorado de Educación Secundaria de la Universidad del País Vasco

Gil-Molina, Pilar

doi:10.1016/s0212-6796(14)70020-9

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…As a result, it can be inferred that participants are aware of the skills they can develop with the use of CPS. As Gil Molina (2014) mentions, the teacher's role must be oriented to foster CPS in the student to develop analyzing, arguing and thinking critically skills.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, a research about the concept undergraduates have about teaching and learning (Gil Molina, 2014) found that -for the participants-the teacher's role must be oriented towards favoring situations where the student develops analytic, critical thinking and argumentative skills. Therefore, it states the teacher's function as counselor and guide for the student: selecting contents which aid learning as well as texts with relevant information which include activities, allowing the student to find the answer through different procedures.…”

Section: Introductionmentioning

confidence: 99%

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Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?

Briceño

Díaz-Mohedo

Chan

et al. 2018

WJE

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The research question was inquiring the undergraduates' perception of their professors' practice regarding whether they make use of the creative problem solving (CPS) as a competence for teaching. The study was performed in a public university located in the urban area of Merida City, Yucatan, Mexico, where a total of 247 undergraduates from the Education, Economy and Psychology schools participated. A Teacher Practice Perception Scale (TPPS) was used to know how undergraduates perceive the professor's practice under the creative problem solving, the facilitating and hindering factors for developing creative solutions, the importance of CPS for the curriculum and proposals to develop CPS in the university instructional practice. The results show that (a) all undergraduates perceive CPS at a high level of importance, (b) Psychology undergraduates perceive a medium-high use of CPS by their professors, and (c) Psychology undergraduates perceive at a higher level the facilitating factors of this process.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?

Briceño

Díaz-Mohedo

Chan

et al. 2018

WJE

View full text Add to dashboard Cite

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Perception channels and cognitive styles: opponents, followers or learning allies?

Mora

Vera-Monroy

Mejía-Camacho

et al. 2021

Heliyon

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This article presents the findings in the process of evaluating the relationship between perception channels and cognitive styles, from the analysis of conceptions over time and their involvement. Establishing through an experiment, and applying two didactic strategies, the associations with learning. Channels are characterized with VAK, Styles with CHAEA, and Performance with a pre-test/post-test design. It was shown that channels and styles are allies that independently encourage the teaching-learning process. Outcome shows that people with multiple channels and styles develop more skills, achieving better results. Games as ludic activities stimulate all channels, and favor the construction of knowledge, thus improving performance with positive differences in p-values between 0.014 and 0.022.

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Concepciones acerca de la enseñanza en docentes de Ingeniería: diseño y validación de un cuestionario de dilemas y estudio descriptivo

Buffa,

García,

Moro

et al. 2020

rev.digit.educ.ing

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El presente trabajo consiste en el diseño y validación de un cuestionario de dilemas elaborado para indagar concepciones sobre la enseñanza en docentes de ingeniería. El marco teórico desde el cual fueron interpretadas las concepciones es el de las teorías implícitas, asumiendo que son representaciones que, si bien están explícitamente constituidas en la memoria cognitiva, poseen cierto carácter implícito desde la posibilidad que tiene el sujeto de hacerlas conscientes y verbalizarlas. La versión final del cuestionario consiste en doce dilemas que abarcan aspectos vinculados con “qué” y con “cómo” se enseña. Cada dilema tiene tres opciones de respuesta, correspondiendo cada una con las tres concepciones sobre la enseñanza obtenidas en un estudio previo de carácter cualitativo. La versión final del instrumento mostró un grado de fiabilidad aceptable (Alfa de Cronbach = 0,702). La prueba piloto aplicada a una muestra de 100 docentes de la Facultad de Ingeniería de la Universidad Nacional de Mar del Plata mostró que este instrumento es útil para describir sus concepciones sobre la enseñanza.

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Concepciones sobre la enseñanza y el aprendizaje del alumnado del Máster de Formación del Profesorado de Educación Secundaria de la Universidad del País Vasco

Cited by 3 publications

References 3 publications

Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?

Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?

Perception channels and cognitive styles: opponents, followers or learning allies?

Concepciones acerca de la enseñanza en docentes de Ingeniería: diseño y validación de un cuestionario de dilemas y estudio descriptivo

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