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Perfis de aprendizagem de estudantes do ensino superior: Abordagens ao estudo, concepções de aprendizagem e preferências por diferentes tipos de ensino
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Advisor(s)
Abstract(s)
Tendo por base o trabalho de Entwistle e colaboradores sobre a forma como os estudantes do ensino
superior percepcionam e vivem as experiências de aprendizagem, foram objectivos centrais do
presente trabalho, por um lado, conhecer e analisar os significados atribuídos por estudantes à
aprendizagem, ao estudo e às preferências por tipos de ensino e, neste sentido, perceber de que forma
os estudantes conceptualizam o que lhes é exigido em termos de aprendizagem na universidade; e por
outro, compreender se serão divergentes as abordagens ao estudo e as concepções de aprendizagem
de estudantes de diferentes áreas científicas e anos. Foram consideradas as percepções dos estudantes
em relação ao ambiente de ensino-aprendizagem, entendidas como indicadores que influenciam o que
os estudantes pensam sobre o ensino, o estudo e a aprendizagem (preferências por tipos de aulas e de
ensino). Considerando a proximidade dos constructos, quisemos ainda relacionar as abordagens à
aprendizagem com as concepções de aprendizagem (reprodutivas e significativas) e com a preferência
por formas de ensino e de instrução diversificadas. Foi também nossa intenção definir perfis em função
das formas como os estudantes abordam o estudo e a aprendizagem.
O estudo realizado assume uma natureza descritiva, correlacional e não experimental, tendo sido
desenvolvido com 568 estudantes de uma instituição universitária do sul do país.
Os resultados obtidos permitem-nos afirmar a existência de algumas diferenças significativas em
função do ano e do domínio científico, bem como identificar perfis dissonantes em termos das formas
como os estudantes abordam o estudo e a aprendizagem.
Based on the work of Entwistle and colleagues about how students perceive and live learning experiences, the main aims of the present study were: first, to understand and to analyze meanings attributed to learning, to study and preferences for types of teaching, in order to understand how students conceptualize what is required from them in terms of learning in Higher Education; second, to understand if students’ approaches to studying and conceptions of learning differ according to the scientific areas and course years. Furthermore, if differences were found, our intention was to analyze its meanings, what seems most relevant in terms of learning pathways for those involved. In this sense, we considered the perceptions of students regarding teaching and learning, as indicators that influence what students think about teaching, studying and learning (preferences for types of lectures and teaching). Considering the proximity between constructs we wanted to further relate the approaches to learning with the conceptions of learning (reproductive and significant) and, the preference for diversified types of learning and of instructions. It was also our intention to set profiles according to the ways the students approach study and learning. This descriptive, correlational and non experimental study design was developed with a sample of 568 students at a university in the south of a European country. The results supported the hypothesis that there are some significant differences in terms of year of course and of the scientific domain, and allowed us to set profiles according to the ways students perceive study and learning tasks.
Based on the work of Entwistle and colleagues about how students perceive and live learning experiences, the main aims of the present study were: first, to understand and to analyze meanings attributed to learning, to study and preferences for types of teaching, in order to understand how students conceptualize what is required from them in terms of learning in Higher Education; second, to understand if students’ approaches to studying and conceptions of learning differ according to the scientific areas and course years. Furthermore, if differences were found, our intention was to analyze its meanings, what seems most relevant in terms of learning pathways for those involved. In this sense, we considered the perceptions of students regarding teaching and learning, as indicators that influence what students think about teaching, studying and learning (preferences for types of lectures and teaching). Considering the proximity between constructs we wanted to further relate the approaches to learning with the conceptions of learning (reproductive and significant) and, the preference for diversified types of learning and of instructions. It was also our intention to set profiles according to the ways the students approach study and learning. This descriptive, correlational and non experimental study design was developed with a sample of 568 students at a university in the south of a European country. The results supported the hypothesis that there are some significant differences in terms of year of course and of the scientific domain, and allowed us to set profiles according to the ways students perceive study and learning tasks.
Description
Keywords
Abordagens ao estudo ASSIST Concepções de aprendizagem Estudantes Universitários Approaches to studying College students Conceptions of learning
Citation
Análise Psicológica, 29 (3), 369-389
Publisher
ISPA - Instituto Superior de Psicologia Aplicada