文章基本信息

标题：El aprendizaje de conceptos para componer pruebas de ensayo: un estudio comparativo.
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作者：Manuel Albarrán Santiago
期刊名称：Legenda
出版年度：2015
卷号：19
期号：21
页码：36-61
语种：English
出版社：Legenda
摘要：When students learn concepts by writing answers from a trial test, they make use of a series of cognitive and meta cognitive strategies. But,which of these two groups of learning strategies of a concept is used by high school and university students and what differences and/or similarities there are in the use of these strategies.The study was conducted under a qualitative approach, under the case-study method of comparative research;participants are: one high school student offourth year and the other one is a university student in the ninth semester of Education,both are characterized by an excellent academic performance; the technique used for data collection was the unstructured interview. Both students make use of similar strategies when they learn under the associative model,and under the constructivist model the high school student uses some different cognitive strategies from those used by the university student, and some sub-operations planning are not applied. Apparently, the use of these learning strategies is carried out unconsciously. In conclusion,high school and university students learn a concept in the two learning models, associative and constructivist; and the idea is that they always may apply strategies that allow them to build the concept and not to seizeit. This may be achieved when in the classroom: a)cognitive strategies are put into practice instead of conceptualizing them;b) you teach how to use meta cognitive strategies.
关键词：Concept learning;Cognitive and metacognitive strategies;Trial tests;High-school and university education students;Aprendizaje de conceptos;Estrategias cognitivas y metacognitivas;Pruebas de ensayo;Estudiante de bachillerato y universitario