12 research outputs found
Voix dâĂ©lĂšves sur lâapprentissage Ă lâentrĂ©e et Ă la sortie de lâuniversitĂ©Â : un regard phĂ©nomĂ©nographique
Cette Ă©tude, organisĂ©e dans une perspective phĂ©nomĂ©nographique, dĂ©crit les conceptions dâapprentissage dâĂ©lĂšves de terminale et dâĂ©tudiants de maĂźtrise, recueillies Ă lâaide dâentrevues semi-directives. Les principaux rĂ©sultats se rĂ©fĂšrent, dâune part, Ă la connaissance des diverses conceptions des Ă©tudiants et, dâautre part, aux similitudes et diffĂ©rences entre les conceptions Ă©mergentes des Ă©lĂšves des deux niveaux de scolaritĂ©. Apprendre est quelque chose dâextensif et de diversifiĂ©Â ; câest un acte dâacquisition, dâincorporation et dâapplication de quelque chose dâextĂ©rieur au sujet et, en mĂȘme temps, un acte transformateur de la pensĂ©e propre du sujet qui traverse toute lâexistence et tous les contextes de vie. Les rĂ©sultats prĂ©sentĂ©s seront discutĂ©s en tenant compte de leurs implications dans le processus dâenseignement et dâapprentissage.This study, using a phenomenography perspective, describes studentsâ conceptions of learning at the âterminalâ and at the master level, as obtained through the use of semi-structured interviews. The principal results are related to studentsâ knowledge of various conceptions, and on the other hand, to similarities and differences between studentsâ developing conceptions at these two levels of schooling. Learning is both an object that is extensive and diversified, it is an activity of acquisition, of incorporation, and of application of something outside of the individual and at the same time an activity that transforms an individualâs own thinking as he traverses life and all lifeâs contexts. The authors discuss the results in the light of their involvement in the teaching and learning process.Este estudio, organizado en una perspectiva fenomenogrĂĄfica, describe las concepciones de aprendizaje de alumnos de Terminal y de estudiantes de MaestrĂa, recolectadas por medio de entrevistas semidirectivas. Los principales resultados hacen referencia, por un lado, al conocimiento de las diversas concepciones de los estudiantes y, por otro lado, a las similitudes y diferencias entre las concepciones emergentes de los alumnos de los dos niveles de escolaridad. Aprender es algo extensivo y diversificado; es un acto de adquisiciĂłn, de incorporaciĂłn y de aplicaciĂłn de algo exterior al sujeto y, al mismo tiempo, un acto transformador del pensamiento propio del sujeto que atraviesa toda la existencia y todos los contextos de vida. Los resultados presentados serĂĄn analizados tomando en cuenta sus implicaciones en el proceso de enseñanza y de aprendizaje
Homework and academic achievement across Spanish compulsory education
Homework (HW) is one of the most common school-related activities among parents, students and teachers. However, the need to assign HW to students has been extensively debated. The present investigation examines the relationship between specific HW variables (i.e. amount of HW completed, time spent on HW and perceived quality of HW time management) and academic achievement, while controlling for students' gender and grade level. Participants included 454 students (ranging from 10 to 16years of age) from three schools in northern Spain. A multivariate analyses of variance and path analyses showed that the amount of HW completed decreased with increased schooling, as did students' perceived quality of HW time management. Data from hierarchical regression analyses completed by path analyses provided evidence that time spent on HW conjointly with perceived quality of HW time management explains how academic achievement is mediated by the amount of HW completed. These findings deepen the understanding of the complex impact of time spent on HW and on academic achievement.We gratefully acknowledge the insightful suggestions provided by three anonymous reviewers on the previous version of this manuscript. This research was supported by the Ministry of Science and Innovation of Spain (EDU2010-16231).info:eu-repo/semantics/publishedVersio