Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio

Vol. 8 Núm. 16 (2017)
Didáctica, Aprendizaje y Escritura

Artículos

Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática

https://doi.org/10.19053/22160159.v8.n16.2017.6167

Publicado 2017-01-03

  • Luis Bayardo Sanabria Rodríguez
    • ,
  • Nilson Genaro Valencia Vallejo
    • ,
  • Jaime Ibáñez Ibáñez

Luis Bayardo Sanabria Rodríguez
Universidad Pedagógica Nacional

Nilson Genaro Valencia Vallejo
Universidad Pedagógica Nacional

Jaime Ibáñez Ibáñez
Universidad Pedagógica Nacional

Resumen

Este documento evidencia la necesidad de incorporar una estrategia pedagógica en un ambiente B-learning que sirve como un tipo de andamiaje para el desarrollo de la capacidad autorreguladora, en función de mejorar el rendimiento académico de las matemáticas. El interés de abordar esta problemática estuvo dirigido a observar el efecto de entrenar a los estudiantes con el sistema de autorregulación, incorporado en un ambiente B-learning, sobre el rendimiento académico. Para ello, se exploró la interacción entre el ambiente pedagógico (variable independiente), el rendimiento académico y la capacidad autorreguladora. Participaron 56 estudiantes, hombres y mujeres de primer semestre que cursaban un taller de mejoramiento de matemática básica. El tratamiento de los datos se realizó a partir de un análisis ANCOVA. Los resultados mostraron de manera consistente que el entrenamiento en autorregulación afecta positivamente el aprendizaje de los estudiantes y como consecuencia, el mejoramiento del rendimiento académico.

Palabras clave

aprendizaje, rendimiento académico, autonomía educativa, apoyo pedagógico, tecnologías de la información

PDF

Biografía del autor/a

Luis Bayardo Sanabria Rodríguez

Profesor Titular Doctor en Educación Universidad Pedagógica Nacional (Bogotá-Colombia)

Nilson Genaro Valencia Vallejo

Profesor Asociado Universidad Pedagógica Nacional (Bogotá-Colombia) Magister en Tecnologías de la Información aplicadas a la Educación

Jaime Ibáñez Ibáñez

Profesor Asociado Universidad Pedagógica Nacional, (Bogotá-Colombia) Magister en Tecnologías de la Información aplicadas a la Educación

Referencias

  • Azevedo, R. (2008). “The role of self-Regulation Learning about Science with Hypermedia”. En Robinson, D. & Schraw, G. (Eds.), Recent Innovations in Educational Technology that Facilitate Students Learning (pp. 127-156). USA: Information Age Publishing.
  • Azevedo, R. (2005). “Computer Environments as Metacognitive Tools for Enhancing Learning”. Educational Psychologist, 40(4), 193-197. doi: 10.1207/s15326985ep4004_1. DOI: https://doi.org/10.1207/s15326985ep4004_1
  • Azevedo, R., Cromley, J., Winters, F., Moos, D., & Greene, J. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412. Recuperado de: DOI: https://doi.org/10.1007/s11251-005-1273-8
  • http://link.springer.com/article/10.1007/s11251-005-1273-8
  • Bandura, A. (1986). Social Foundations of Thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1991). Social Cognitive Theory of Self-Regulation. Organizacion Behavior and Human Decision Processes, 50, 248-287. doi: 10.1016/0749-5978(91)90022-L DOI: https://doi.org/10.1016/0749-5978(91)90022-L
  • Bernacki, M., Aguilar, A., & Byrnes, P. (2010). Self-Regulated Learning and Technology-Enhanced Learning Environments: An Opportunity-Propensity Analysis. En Dettori, G. & Persico, D. (Eds.), Fostering Self-Regulated Learning through ICT (pp. 1-26). Hershey, PA: Information Science Reference Published. DOI: https://doi.org/10.4018/978-1-61692-901-5.ch001
  • Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. Maidenhead: Open University Press.
  • Bjork, R., Dunlosky, J., & Kornell, N. (2013). “Self-regulated learning: beliefs, techniques, and illusions”. EN: Annual Review of Psychology, 64, 417–444. doi:10.1146/annurev-psych-113011-143823 DOI: https://doi.org/10.1146/annurev-psych-113011-143823
  • Campbell, D. & Stanley, J. (1995). Diseños experimentales y Cuasiexperimentales en la Investigación Social. Buenos Aires, A: Amorrortu Editores.
  • Chen, M. (1995). “A methodology for characterizing computer-based learning environments”. Instructional Science, 23, 183-220. doi: 10.1007/BF00890451 DOI: https://doi.org/10.1007/BF00890451
  • Choi, I., Land, S. & Turgeon, A. (2005). “Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion”. Instructional Science, 33(5-6), 483-511. doi: 10.1007/s11251-005-1277-4. DOI: https://doi.org/10.1007/s11251-005-1277-4
  • Dabbagh, N. & Kitsantas, A. (2005). “Using web-based pedagogical tools as scaffolds for self-regulated learning”. Instructional Science, 33, 513-540. doi: 10.1007/s11251-005-1278-3 DOI: https://doi.org/10.1007/s11251-005-1278-3
  • Ellis, C. & Folley, S. (2011). “Using Student Assessment Choice and eAssessment to Achieve Self-Regulated Learning”. En: Dettori, G. & Persico, D. (Eds.), Fostering Self-Regulated Learning through ICT (pp. 89-104). Hershey, PA: Information Science Reference. DOI: https://doi.org/10.4018/978-1-61692-901-5.ch006
  • Flavell, J. (1976). “Metacognitive aspects of problem solving”. En: Resnick, I. (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.
  • Gravill, J., & Compeau, D. (2008). “Self-regulated learning strategies and software training”. Information & Management, 45, 288-296. doi: 10.1016/j.im.2008.03.001 DOI: https://doi.org/10.1016/j.im.2008.03.001
  • Hacker, D. (1998). “Definitions and Empirical Foundations”. En:
  • Hacker, D., Dunlosky, J. & Graesser, A. (Eds.), Metacognition in educational theory and practice (pp. 165-192). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Hadwin, A., Wozney, L. & Pontin, O. (2005). “Scaffolding the appropriation of selfregulatory activity: A socio-cultural analysis of changes in student-teacher discourse about a graduate research portfolio”. Instructional Science, 33(5-6), 413-450. Recuperado de http://link.springer.com/article/10.1007/s11251-005-1274-7 DOI: https://doi.org/10.1007/s11251-005-1274-7
  • Hofer, B., Yu, S. & Pintrich, P. (1998). “Teaching College Students to be Self-Regulated Learners”. En: Schunk, D. & Zimmerman, B. (Eds.), Self-Regulated Learning: From Teaching to Self-Reflective Practice (pp. 57-85). New York, NY: The Guilford Press.
  • Hu, H., & Driscoll, M. (2013). “Self-Regulation in e-Learning environments: A remedy for community college”. Educational Technology and Society, 16(4), 171–184. Recuperado de http://www.ifets.info/journals/16_4/14.pdf
  • Kramarski, B. (2011). “Assessing self-regulation development through sharing feedback in online mathematical problema solving discussion”. En: Dettori, G. & Persico, D. (Eds.), Fostering self-Regulated Learning through ICT (pp. 232-247). Hersey, PA: Information Science Reference. DOI: https://doi.org/10.4018/978-1-61692-901-5.ch014
  • Lajoie, S., & Azevedo, R. (2006). “Teaching and learning in technology-rich environments”. En: Alexander, P. & Winne P. (Eds.), Handbook of educational psychology. (2da ed.) (pp. 803-821). Mahwah, NJ: Erlbaum.
  • Locke, E., & Lantham, G. (1985). The application of goal setting to sports. Journal of Sport Psychology, 7(3), 205-222. Recuperado de: DOI: https://doi.org/10.1123/jsp.7.3.205
  • http://fitnessforlife.org/AcuCustom/Sitename/Documents/DocumentItem/8790.pdf
  • López, O., Hederich, C., & Camargo, A. (2012). “Logro de aprendizaje en ambientes hipermediales: Andamiaje autorregulador y estilo cognitivo”. Revista Latinoamericana de Psicología, 44(2), 13–25. doi:10.14349/rlp.v44i2.1028
  • Maldonado, L., Fonseca, O., Ibáñez, J., Macías, D., Ortega, N., Rubio, M. & Sanabria, L. (1999). Metacognición y Razonamiento Espacial en Juegos de Computador. Bogotá, Colombia: Universidad Pedagógica Nacional.
  • Melvarech Z. & Kramarski, B. (1997). “IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms”. American Educational Research Journal, 34, 365-394. doi: 10.3102/00028312034002365 DOI: https://doi.org/10.3102/00028312034002365
  • Nelson, T. O., & Narens, L. (1990). “Metamemory: A theoretical framework and new findings”. The psychology of learning and motivation, 26, 125-141. Recuperado de: https://www.researchgate.net/profile/Louis_Narens/publication/239059304_Metamemory_A_theoretical_framework_and_new_findings/links/0c96053c5e047895af000000.pdf DOI: https://doi.org/10.1016/S0079-7421(08)60053-5
  • Pintrich, P. (2000). “The role of goal orientation in self-regulated learning”. En: Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.), Handbook of Self-Regulation (pp. 451-502). San Diego, CA: Academic Press. DOI: https://doi.org/10.1016/B978-012109890-2/50043-3
  • Pintrich, P., Smisth, D., García, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Technical Report No. 91-B-004). Recuperado de http://files.eric.ed.gov/fulltext/ED338122.pdf
  • Scholl, P., Bastian F., Benz, B., Bohnstedt, D., Rensing, C., Schmitz,
  • B., & Steinmetz, R. (2009). “Implementation and Evaluation of a Tool for Setting Goals in Self-Regulated Learning with Web Resources”. En: Cress, U., Dimitrova, V. & Specht M. (Eds.), Learning in the synergy of multiple disciplines (pp. 521–534). Verlag Berlin Heidelberg: Springer. DOI: https://doi.org/10.1007/978-3-642-04636-0_48
  • Schunk, D. (1996). “Goal and self-evaluative influences during children’s cognitive skills learning”. American Education Research Journal, 33, 359-382. doi: 10.3102/00028312033002359 DOI: https://doi.org/10.3102/00028312033002359
  • Schunk, D., & Zimmerman, B. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Press.
  • Stoeger, H., & Ziegler, A. (2008). “Evaluation of a classroom based training to improve self-regulated learning in time management tasks during homework activities with fourth graders”. Metacognition and Learning, 3(3), 207–230. doi.org/10.1007/s11409-008-9027-z DOI: https://doi.org/10.1007/s11409-008-9027-z
  • Whipp, J., & Chiarelli, S. (2004). “Self-regulation in a Web-based course: A case study”. Educational Technology Research and Development, 52(4), 5-22. doi: 10.1007/BF02504714 DOI: https://doi.org/10.1007/BF02504714
  • Winne, P. (1996). “A Metacognitive View of Individual Differences in Self-Regulated Learning”. Learning and Individual Differences, 8(4), 327-353. doi: 10.1016/S1041-6080(96)90022-9 DOI: https://doi.org/10.1016/S1041-6080(96)90022-9
  • Winne, P., & Hadwin, A. (1997). “Studying as self-regulated learning”. En: Hacker, D. & Graesser, A. (Eds.), Metacognition in Educational Theory and Practice (pp. 279-306). Hillsdale, NJ: Erlbaum.
  • Wood, D., Bruner, J., & Ross, G. (1976). “The role of tutoring in problem solving”. Journal of Child Psychiatry and Psychology, 17, 89-100. doi: 10.1111/j.1469-7610.1976.tb00381.x DOI: https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
  • Zimmerman, B. (2000). “Attaining self-regulation: A social cognitive perspective”. En: Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press. DOI: https://doi.org/10.1016/B978-012109890-2/50031-7
  • Zimmerman, B. (1998). “Academic studying and the development of personal skill: a self-regulatory perspective”. Educational Psychologist, 33(2-3), 73-86. doi: 10.1207/s15326985ep3302&3_3 DOI: https://doi.org/10.1080/00461520.1998.9653292
  • Zimmerman, B., & Schunk, D. (2001). “Reflections on theories of self-regulated learning and academic achievement”. En: Zimmerman, B., & Schunk, D. (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives, (pp. 273-292). NJ: Lawrence Erlbaum Associates, Inc.
  • Zimmerman, B., & Schunk, D. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. NY: Springer Science & Business Media. DOI: https://doi.org/10.1007/978-1-4612-3618-4
  • Zimmerman, B., & Tsikalas, K. (2005). “¿Can Computer-Based Learning Environments (CBLEs) be used as self-regulatory tools to enhance learning?” Educational Psychologist, 40(4), 267-271. doi: 10.1207/s15326985ep4004_8 DOI: https://doi.org/10.1207/s15326985ep4004_8

Descargas

Los datos de descargas todavía no están disponibles.

Artículos similares

<< < 1 2 3 4 5 6 > >> 

También puede Iniciar una búsqueda de similitud avanzada para este artículo.