Preferencias sensoriales y uso auto‐percibido de estrategias en el aprendizaje de las ciencias de estudiantes de secundaria: análisis y propuesta instruccional
- Autores: Enric Ortega Torres
- Directores de la Tesis: Vicente Sanjosé López (dir. tes.), Joan Josep Solaz Portolés (codir. tes.)
- Lectura: En la Universitat de València ( España ) en 2019
- Idioma: español
- Tribunal Calificador de la Tesis: Valentín Gavidia Catalán (presid.), Tomas Blažauskas (secret.), María José Gil Quílez (voc.)
- Programa de doctorado: Programa de Doctorado en Didácticas Específicas por la Universitat de València (Estudi General)
- Materias:
- Enlaces
- Tesis en acceso abierto en: TESEO
- Resumen
The individual differences of high school students and factors with influence in the science learning was the main topic of this Thesis. This research was focused on the description and analysis of the student’s sensory preferences and the connection between them and the instruccional resources used on science’s secondary school programmes. There is a possible explanation for students’ benefit from certain learning materials. Mayer’s (2005) Multimedia Learning assumed that the human brain assigns different cognitive resources for incoming inputs having different physical format. Specific combinations of input formats, under some principles can enhance learning effectiveness. Mayer’s work is in tune with Fleming and Mills’ (1992) proposal on students’ sensory modality preference. These authors found that many students referred to the way teachers presented their learning material as a learning obstacle.
In Science learning, the personal construction of meaning is a fundamental aspect as deep comprehension involves the elaboration of idiosyncratic mental representations. The use of learning strategies has been related to academic success. In statistic terms, a richer and appropriate use of learning strategies should be associated to higher academic marks. Pintrich and Schunck (2002) have suggested that the more competent students can use a wider range of self-regulated learning strategies. Zimmerman (2008) also found that experts display significantly higher levels of self-regulatory processes during practice efforts than novices. Thus, the intentions, the disposition and the motivation of the student directly affect the learning along with the activities of planning, direction and control of all that self-regulatory process.
We implemented different empirical studies to analyse the distribution of sensory preferences and the use learning strategies of secondary students. We found that the most frequent sensory channel was the kinaesthetic, normally in combination with other channels since most of the students are multimodal. We also found that the students are more aware of the use of strategies of emotional nature (motivational) than of the use of strategies of cognitive and metacognitive nature, or those of management and organization when learning science.
We adapted an experimental instruction to include our empirical findings developing actions to improve the use of the selected learning strategies; those with influence on science achievement, with special attention to self-efficacy. The results were evaluated and they verified that the secondary school students perceived the presence of the K channel and the balance between the sensory channels. There was also evidence about the improvement in self-efficacy and other selected strategies.
These studies show that, by using different methodologies in the classroom, the perception of the use of some strategies can be modified.
