scholarly journals Abordagens ao ensino: implicações no processo de aprendizagem dos alunos

2018 ◽  
Vol 17 (3) ◽  
pp. 1022-1041
Author(s):  
Maria Olímpia Almeida de Paiva ◽  
Abílio Afonso Lourenço
Keyword(s):  
Approaches To Learning ◽  
Student Approaches To Learning

Na perspetiva da investigação SAL (Student Approaches to Learning) a abordagem ao ensino dos professores (transmissiva e compreensiva) influencia a abordagem à aprendizagem dos alunos. O objetivo deste texto é estimular os professores a refletirem sobre as suas práticas docentes e sobre a maneira como fomentam o sucesso educativo dos seus alunos no nível exigido. A partir da reflexão metacognitiva, os docentes poderão constatar a existência de diversos fatores que poderão ser reforçados e outros esquecidos, de modo a melhorar a qualidade da aprendizagem dos alunos. É, também, referida a importância de conhecer as conceções dos alunos acerca da forma como aprendem, com o objetivo de desenvolver contextos de ensino e aprendizagem que os alunos vivenciem como motores de abordagens à aprendizagem profundas. Isto implica necessariamente a opção por uma abordagem ao ensino centrada no aluno. Espera-se que este texto reflexivo possa contribuir para uma melhor compreensão das abordagens ao ensino, a fim de promover nos alunos comportamentos mais ajustados para a mestria escolar. São referidas algumas implicações educativas, assim como possíveis investigações futuras.

Student approaches to learning – a literature guide

1996 ◽  
Vol 5 (1) ◽  
pp. 87-98 ◽  
Author(s):  
Ursula Lucas
Keyword(s):  
Approaches To Learning ◽  
Student Approaches To Learning

Student Approaches to Learning in Physics – Validity and Exploration Using Adapted SPQ

2013 ◽  
Vol 8 (2) ◽  
pp. 241-253 ◽  
Author(s):  
Manjula Devi Sharma ◽  
Chris Stewart ◽  
Rachel Wilson ◽  
Muhammed Sait Gökalp
Keyword(s):  
Approaches To Learning ◽  
Student Approaches To Learning

scholarly journals Students' Studying and Approaches to Learning in Introductory Biology

2004 ◽  
Vol 3 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Debra Tomanek ◽  
Lisa Montplaisir
Keyword(s):  
Cell Division ◽  
Postsecondary Education ◽  
Approaches To Learning ◽  
Biology Education ◽  
Study Strategies ◽  
Introductory Biology ◽  
Education Literature ◽  
Learning Tasks ◽  
Student Approaches To Learning ◽  
K 12

This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K-12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.

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