Acceso usuarios
Eduardo Barca Enríquez, Alfonso Barca Lozano
En este trabajo se pretende conocer, primeramente las correlaciones existentes entre variables de tipo escolar y académico y dostipos predominantes deenfoques deaprendizaje; después,setrata deverificar lacapaciad predictiva que poseen dichos contextos académicos sobre los enfoques de aprendizaje del alumnado de educación superior de centros universitarios en República Dominicana. La muestra está integrada por un total de 1558 estudiantes (74.5% mujeresy 24.5% hombres) procedentes de Facultades de Educación de 22 universidades distribuidasen las principales ciudades de República Dominicana. La metodología que se ha utilizado es de tipo cuantitativo, correlacional con una propuesta de modelos predictivos. Los resultados señalan la existencia de correlaciones positivas y significativas de las variables de tipo académico y escolar con los enfoques de aprendizaje. Además, en un modelo predictivo, se ha encontrado una fuerte influencia de dichas variables de corte académico en los enfoques de aprendizaje profundo hacia el significado y comprensión aunque, también, pero en menor medida, dicha influencia se manifiesta en la construcción de enfoques superficiales. Se informa que estos resultados deberían tenerse en cuenta por parte del profesorado en sus procesos instruccionales de enseñanza/aprendizaje.
In this work, we intend to know, firstly, the existing correlations between school and academic variables and two predominant types of learning approaches; then, it is about verifying the predictive capacity that these academic contexts have on the university centers in the Dominican Republic. The sample is made up of a total of 1558 students (74.5% women and 24.5% men) from Faculties of Education of 22 universities distributed in the main cities of the Dominican Republic. The methodology that has been used is quantitative, correlational with a proposal of predictive models. The results indicate the existence of positive and significant correlations of the academic and school type variables with the learning approaches. In addition, in a predictive model, a strong influence of these academic variables has been found in deep learning approaches to meaning and understanding, although this influence is also manifested, but to a lesser extent, in the construction of superficial approaches. It is reported that these results should be taken into account by teachers in their instructional teaching/learning processes. learning approaches of higher education students of university centers in the Dominican Republic. The sample is made up of a total of 1558 students (74.5% women and 24.5% men) from Faculties of Education of 22 universities distributed in the main cities of the Dominican Republic. The methodology that has been used is quantitative, correlational with a proposal of predictive models. The results indicate the existence of positive and significant correlations of the academic and school type variables with the learning approaches. In addition, in a predictive model, a strong influence of these academic variables has been found in deep learning approaches to meaning and understanding, although this influence is also manifested, but to a lesser extent, in the construction of superficial approaches. It is reported that these results should be taken into account by teachers in their instructional teaching/learning processes.
