Publication: El portafolios y el trabajo de grupo
una experiencia del crédito ECTS en la formación del maestro especialista en Educación Física
Authors
Romero Cerezo, Cipriano
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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
Con la finalidad de un acercamiento a los nuevos enfoques metodológicos que se promulgan desde el EEES, hemos empleado el portafolios y el trabajo grupal como estrategias metodológicas para la actividad constructiva y autónoma de los estudiantes. La aplicación de un cuestionario de expectativas y otro de valoración en el primer curso de Maestro en Educación Física proporcionan los posicionamientos que tienen acerca del uso de estas estrategias en la mejora del sus aprendizajes a través del análisis descriptivo básico, la comparación de medias y el tamaño del efecto. El estudio factorial ha permitido establecer unos componentes sobre unas ideas comunes respecto a las estrategias metodológicas. La discusión nos lleva a obtener las implicaciones del estudio.
Bearing in mind the new methodologies proposed within the European Higher Education Area (EHEA), we have used portfolios and group work as methodological strategies to develop constructivism and autonomy among students. A questionnaire on expectations and another one on assessment were administered to would-be Physical Education teachers in their first year at university. These questionnaires shed light on students’ beliefs regarding the use of these strategies for the improvement of their learning. To accomplish this, we used basic descriptive analysis, mean comparison, and effect size. The factorial analysis allowed us to establish shared ideas in relation to methodological strategies. In the discussion we draw the implications from this research.
Bearing in mind the new methodologies proposed within the European Higher Education Area (EHEA), we have used portfolios and group work as methodological strategies to develop constructivism and autonomy among students. A questionnaire on expectations and another one on assessment were administered to would-be Physical Education teachers in their first year at university. These questionnaires shed light on students’ beliefs regarding the use of these strategies for the improvement of their learning. To accomplish this, we used basic descriptive analysis, mean comparison, and effect size. The factorial analysis allowed us to establish shared ideas in relation to methodological strategies. In the discussion we draw the implications from this research.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 11, N. 2, 2008
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