Metodología innovadora en la universidad. Sus efectos sobre los procesos de aprendizaje de los estudiantes universitarios

• Autores: Bernardo Gargallo López, Isabel Morera Bertomeu, Eloína García Félix
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 31, Nº. 3, 2015, págs. 901-915
• Idioma: español
• DOI: 10.6018/analesps.31.3.179871
• Títulos paralelos:
  • Innovative methodology at the university. Its effects on learning processes of university students
• Enlaces
  • Texto completo
• Dialnet Métricas: 15 Citas
• Resumen
  • español

    Se pretendía evaluar el impacto de metodología centrada en el aprendizaje sobre las estrategias de aprendizaje y los enfoques de aprendiza-je de un grupo de alumnos de Química, de 1º curso de Ingeniería, de la Universitat Politècnica de València. Se utilizó un diseño preexperimental, con medidas de pretest y postest, tomadas mediante el cuestionario CE-VEAPEU y el CPE. La muestra estaba constituida por 20 alumnos. Los métodos docentes utilizados integraban metodología expositiva, preguntas, resolución de problemas, elaboración de una monografía, exposiciones ora-les, prácticas de laboratorio, trabajo en grupo, tutorías en el aula y un siste-ma de evaluación que hacía uso de procedimientos formativos que devol-vían feedback a los estudiantes (dos pruebas diagnósticas, valoración de problemas resueltos, autoevaluación mediante el uso de la plataforma de e-learning de la universidad, evaluación de las exposiciones orales en clase, pruebas escritas, etc.). Se encontraron mejoras significativas en las estrate-gias de aprendizaje en el postest y en las puntuaciones de enfoque profun-do.

  • English

    We wanted to assess the impact of learning-centered methodol-ogy on learning strategies and learning approaches of a students. group of Chemistry. They were first year engineering students from the Polytechnic University of Valencia. We used a pre-experimental design with pretest and posttest measures by means of the CEVEAPEU and CPE questionnaires. The sample consisted of 20 students. The teaching methods included ex-positive methodology, questions, problem solving, development of a mon-ograph, presentations, laboratory practices, team work, tutoring in the classroom and an evaluation system that made use of training procedures that returned feedback to students (two diagnostic tests, assessment of solved problems, self-assessment using the e-learning platform of the uni-versity, oral assessment in class, written tests, etc..). Significant improve-ments in learning strategies scores in the posttest and increasing in deep approach were found

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