Approach to Learning in the University: reference to learning to learn

• Jesús Fernando Escanero ^[1] ; María Soledad Soria ^[1] ; Manuel Guerra ^[1] ; Pascual Ángel Gargiulo ^[2]
  1. [1] Universidad de Zaragoza
  2. [2] National University of Cuyo
• Localización: Psychiatry and Neuroscience Update: From Epistemology to Clinical Psychiatry – Vol. IV / Pascual Angel Gargiulo (ed. lit.), Humberto Luis Mesones Arroyo (ed. lit.), 2021, ISBN 978-3-030-61721-9, págs. 475-486
• Idioma: inglés
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• Resumen

  • Among other recommendations, the Bologna reform points out that teaching must be student-centered learning, and among the cross-cutting competencies, the EU’s key competence “learning to learn” is recommended. Our group approached the topic together, beginning to work with the learners, with the aim of providing them with the best conditions for learning. This chapter begins by pointing out the contributions of the group in “learning to learn” by working with learning styles, among which the creation of a new questionnaire (CESEA) for exploration is mentioned. The final idea is that, working with these tools, students will be able to perform efficient learning in any context. Secondly, the contributions of the group are mentioned, working with questionnaires that explore metacognitive and cognitive strategies with a double purpose: to provide students with the best means for meaningful learning and to recommend some methodologies to teachers. Finally, we practice the self-perception approach that students have about their ability of “learning to learn” with a tool based on self-learning from which some results are provided, being the questions dedicated to time management the ones with the lowest score. It concludes as in the previous sections with the actions for improvement.