Publication: Estilo de pensamiento del alumnado y profesorado universitario.
Implicaciones educativas
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Date
2010
Authors
Allueva Torres, Pedro ; Herrero Nivela, María Luisa ; Franco Martínez, Juan Agustín
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En el estudio se tomaron datos del alumnado de 1º curso,
egresado y profesorado de 1º curso de la Universidad de
Zaragoza en el curso 2008–2009, con el fin de analizar los
diferentes
perfiles
de estilos de pensamiento
predominantes para poder determinar qué metodologías y
sistemas de evaluación en el proceso de enseñanza
aprendizaje pueden favorecer el aprendizaje y desarrollo de
habilidades y aptitudes del pensamiento en el alumnado. Al
realizar el análisis de los datos por grupos, áreas de
conocimiento y sexo, se aprecian diferencias significativas
en los perfiles de los estilos de pensamiento de los
participantes.
To carry out this study we compiled data from graduates and 1st year students and lecturers from the University of Zaragoza in 2008–2009 in order to analyse the different profiles of the predominant thinking styles. The aim of this study is to determine what methodologies and evaluation systems in the Teaching–Learning process can promote the students' learning and their development of thinking skills and attitudes. When analysing the data and taking into account class groups, knowledge areas and gender, significant differences were found in the profiles of the participants’ thinking styles.
To carry out this study we compiled data from graduates and 1st year students and lecturers from the University of Zaragoza in 2008–2009 in order to analyse the different profiles of the predominant thinking styles. The aim of this study is to determine what methodologies and evaluation systems in the Teaching–Learning process can promote the students' learning and their development of thinking skills and attitudes. When analysing the data and taking into account class groups, knowledge areas and gender, significant differences were found in the profiles of the participants’ thinking styles.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 13, N. 4, 2010
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