Publication: Percepción de los estudiantes sobre
el desarrollo de competencias a través de diferentes
metodologías activas
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Date
2015
Authors
Robledo, Patricia ; Fidalgo, Raquel ; Arias, Olga ; Álvarez, Mª Lourdes
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.33.2.201381
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info:eu-repo/semantics/article
Description
Abstract
El objetivo del estudio es analizar comparativamente la percepción del alumnado sobre la
influencia diferencial que cinco métodos de enseñanza aprendizaje activos (aprendizaje basado
en problemas, estudio de casos, estudio compartido, estudio dirigido y método de expertos)
tienen en el desarrollo de competencias instrumentales, sistémicas y personales. Participaron 280
estudiantes de Educación de la Universidad de León, quienes recibieron sus temarios siguiendo
las metodologías activas analizadas. Tras la aplicación de cada metodología se administró el
Cuestionario de evaluación de competencias generales que evalúa el grado en que el alumnado
cree haber desarrollado las competencias. Los resultados señalan que el aprendizaje basado en
problemas favorece un mayor desarrollo de competencias que el resto de metodologías. El estudio
compartido es el método con menor capacidad para estimular el desarrollo de competencias
metodológicas, lingüísticas, de trabajo en equipo, compromiso ético y liderazgo. Se analizan y
discuten los resultados, sus implicaciones y limitaciones.
The aim of this study was to analyze students’ perception about the influence that five active teaching-learning methodologies (problem based learning, case study, collaborative study, expert and guided study) have on the development of competences (instrumental, systemic and personal). 280 students enrolled in the Faculty of Education at the University of León took part in this study. They studied different subject-matters following each of the active teaching-learning methodologies. The Assessment Questionnaire of General Competences was administered after each methodology in order to assess to what extent students believed they had developed their competences. The findings indicated that the problem based learning methodology promotes greater development of competences than the other ones. Collaborative study is the methodology least capable of promoting the development of the following competences: methodological, linguistics, teamwork, ethical commitment and leadership. The main findings, their implications and limitations are discussed.
The aim of this study was to analyze students’ perception about the influence that five active teaching-learning methodologies (problem based learning, case study, collaborative study, expert and guided study) have on the development of competences (instrumental, systemic and personal). 280 students enrolled in the Faculty of Education at the University of León took part in this study. They studied different subject-matters following each of the active teaching-learning methodologies. The Assessment Questionnaire of General Competences was administered after each methodology in order to assess to what extent students believed they had developed their competences. The findings indicated that the problem based learning methodology promotes greater development of competences than the other ones. Collaborative study is the methodology least capable of promoting the development of the following competences: methodological, linguistics, teamwork, ethical commitment and leadership. The main findings, their implications and limitations are discussed.
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Citation
Revista de Investigación Educativa, V. 33, N. 2, 2015
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