As estrategias de aprendizagen nas diferentes abordagens ao estudo: uma investigação com alunos do ensino secundario

[Resumo] Nas duas últimas décadas, numa linha cognitivo-construtivista do ensinoa prendizagem, tem-se valorizado o papel do aluno na aprendizagem. As abordagens ao estudo (Biggs, 1990) e as estratégias de autoregulacão da aprendizagem (Zimmerman, 1990) exemplificam essa perspectiva de análise. Os alunos mais eficientes na aprendizagem adoptam estratégias de mais activas e adaptadas as diferentes exigencias dos contextos e tarefas de aprendizagem. Neste artigo, tomando urna amostra de 558 alunos do Ensino Secundário em Portugal, procura-se conhecer as estratégias de aprendizagem mais usadas e a sua correlacão com as classificaçoes escolares. As correlaçoes encontradas entre as diferentes abordagens ao estudo ou as estratégias de auto-regulac;ao da aprendizagem com as classificaçoes escolares dos alunos, mesmo que estatisticamente significativas, foram reduzida

Perspectiva fenomenográfica de las concepciones del aprendizaje

[Resumen] El estudio que aquí presentamos, siguiendo una perspectiva fenomenográfica, describe las concepciones de aprendizaje de estudiantes de 9.° (14.6 años de media), 12.° (17.5 años de media) cursos y 4.° de curso de la Licenciatura en Formación de Profesorado (22.4 años de media). Los datos fueron obtenidos a través de entrevistas semi-estructuradas utilizando procedimientos de análisis cualitativos y cuantitativos. Los principales objetivos del trabajo son, por una parte, la exploración de las diversas concepciones de aprendizaje de los estudiantes y su estructura y, por otra, las semejanzas y diferencias entre las concepciones procedentes de los alumnos de diferentes cursos. Los datos obtenidos muestran que la conceptualización de los estudiantes sobre el aprender se estructura en relación a tres ejes respecto del fenómeno de aprendizaje: "qué es aprender", "cómo se aprende" y "valor del aprendizaje". Se discuten sus implicaciones para el aprendizaje y organización del sistema educativo[Abstract] The aim of this study is to describe the leaming conceptions of students from the 9th grade,12th grade and the fourth year of a university degree from a phenomenographic perspective. The data was obtained via semi-structured interviews which were analysed by means of qualitative and quantitive procedures. The main objetives refer to the mapping of the various conceptions of students and their structure, as well as the similarities and differences between the conceptions of the different academic years. The results obtained show that the students' conceptions ofleaming were based on three major aspects of the learning phenomenon: one referring to what learning is, another to how we leam and finally to the value ofleaming. Implications for leaming and educational system are discussed

Psicothema

Resumen tomado de la publicaciónEn este estudio se pretende aportar información adicional sobre algunos de los aspectos que no parecen todavía estar suficientemente claros respecto de la relación entre estilos de pensamiento y rendimiento académico. En concreto, se pretende obtener más información a propósito de la capacidad predictiva de los estilos de pensamiento sobre el rendimiento académico de 1.466 estudiantes de Primero a Cuarto de la Enseñanza Secundaria Obligatoria -ESO- (12 a 16 años, aproximadamente). Se ha planteado un modelo parsimonioso de estructuras de covarianza y se ha contrastado en cuatro muestras de estudiantes correspondientes a los cuatro cursos de la ESO, así como para la muestra total. Los resultados obtenidos muestran que si bien los estilos intelectuales explican significativamente parte de la varianza del rendimiento académico, ésta sólo está sobre el 10 por ciento.AsturiasColegio Oficial de Psicólogos de Asturias; Calle Ildefonso Sánchez del Río, 4-1 B; 33001 Oviedo; Tel. +34985285778; Fax +34985281374;ES

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora