O ensino e a qualidade da aprendizagem no ensino superior

Inexistent

Abordagens à aprendizagem no ensino superior – Approaches and Study Skills Inventory for Students (ASSIST) no contexto Português

O presente estudo pretende validar o constructo de abordagens à aprendizagem com estudantes de ensino superior português recorrendo ao ASSIST - Approaches and Study Skills Inventory for Students (Entwistle 2000; 2006). Para o efeito recorremos a uma amostra constituída por 562 estudantes do 1º e do 3º ano de cursos de Licenciatura da Universidade de Évora, sendo que 53.4% frequentam cursos de Ciências e Tecnologia e 46.6% de Ciências Sociais. De acordo com os resultados obtidos encontramos uma estrutura factorial idêntica à do instrumento original no que se refere às abordagens à aprendizagem (superficial, profunda e estratégica). Para além de testar o constructo procurámos ainda identificar diferenças em relação à área científica dos cursos (Ciências e Tecnologia e Ciências Sociais), ano de frequência e género. Os resultados indicaram apenas diferenças estatisticamente significativas em relação à área científica dos cursos e ao género. Não encontraram diferenças em relação ao ano de frequência (1º e 3º). Abstract This study aims to validate the construct of approaches to learning in higher education with portuguese students using the ASSIST - Approaches and Study Skills Inventory for Students (Entwistle 2000; 2006). For this purpose we use a sample of 562 students of the 1st and 3rd year undergraduate courses at the University of Évora. 53.4% of students attending courses of Science and Technology and 46.6% attending courses of Social Sciences. According to the results we found identical factorial structure to the original instrument in relation to approaches to learning (surface, deep and strategic). Regarding variables of scientific area, year and genre we find statistically significant differences in relation to the scientific area (Science and Technology and Social Sciences) and in relation to gender. We did not find significant differences in relation to the year of attendance

Students’ Learning Characteristics, Perceptions of Small-Group University Teaching, and Understanding Through a “Meeting of Minds”

Previous research has described some of the main characteristics of university teachers who teach in different ways, using a variety of methods and conceptions. What is generally missing from previous research is the impact of contrasting teaching approaches on students with different learning characteristics. The present investigation builds on a previous case study that identified the potential influence of a “meeting of minds” between tutors and students in developing personal understanding and also suggested contrasting perceptions of differing forms of teaching. Twenty-one in-depth interviews were used to identify distinctive perceived ways of teaching and groups of students with contrasting learning intentions, looking in particular at the perceptions of tutors who were seen to encourage a “meeting of minds.” The main characteristics of these tutors were found be tolerating ambiguity, showing authenticity and empathy, which led to providing opportunities for discussion in breaks, and offering thinking spaces within class. The analyses identified contrasting perceptions of teaching among students who differed in their learning characteristics and suggested how cognitive and affective elements in students’ experiences of teaching might be intertwined in influencing the development of personal understanding

contrasting perspectives and levels of focus

This article looks at research into student learning and university teaching, looking specifically at the differing perspectives and levels of focus typically adopted. The perspectives are those of researchers, students, and teachers, while the differing levels of focus are based on the individual students’ experiences of learning, the classroom context and teaching-learning environment, and the institutional level and academics’ perceptions of teaching. These differences of perspective and focus are illustrated through three specific studies carried out by the authors, and suggest the need to capitalize on the differing perspectives to broaden the understanding of the multifarious influences on student learning.info:eu-repo/semantics/publishedVersio