Historias que enseñan a estudiar y aprender: Una experiencia en la enseñanza obligatoria portuguesa

• Pedro Rosário ^[2] ; José Carlos Núñez Pérez ^[1] ; Julio Antonio González-Pienda García ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] Universidade do Minho

     Universidade do Minho

     Braga (São José de São Lázaro), Portugal

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 2, Nº. 3, 2004, págs. 131-144
• Idioma: español
• Títulos paralelos:
  • Stories that show how to study and how to learn: an experience in the Portuguese school system
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    En el marco de los nuevos planes de estudios de la educación básica portuguesa, hemos llevado a cabo un proyecto de investigación desarrollado en el Colégio de Nossa Srª Rosário y coordinado por el primer autor de este artículo. La autorregulación del aprendizaje es el marco conceptual de este proyecto: “(Des)venturas do Testas". Basándonos en el marco teórico sociocognitivo, presentamos y analizamos el modelo de las fases cíclicas de la auto-rregulación del aprendizaje, la naturaleza de las estrategias de aprendizaje y algunas implicaciones para la práctica educativa. El carácter innovador de esta propuesta se relaciona con el uso de “historias” como un medio para transmitir y discutir las estrategias de estudio, plantea-das por un modelo próximo. Pensamos que las aventuras y (des)venturas do Testas, un estudiante como cualquier otro, permitirán a los alumnos una identificación fácil con las propuestas de resolución discutidas, así como el traslado de las competencias discutidas en el aula, para otros dominios escolares y su propia vida.

  • English

    Within the framework of new study programs for Portuguese mandatory education, we carried out a research program at the school Nossa Senhora do Rosário, under the coordination of this article's first author. Self-regulation of learning is the conceptual framework for the project, called “(Des)venturas do Testas" ["Testas's (Mis)adventures"]. With our basis in the sociocognitive theoretical framework, we present and analyze the model of cyclical phases in self-regulation of learning, the nature of learning strategies and some implications for educational practice. The innovative nature of this proposal lies in the use of “stories” as a means to convey and discuss study strategies, brought to light by a familiar model. We think that the adventures and (Mis)adventures of Testas, a student like any other, allow pupils to easily identify with proposed solutions that are discussed, as well as to transfer competencies discussed in the classroom to other areas of school and of their own life.

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