| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 672.42 KB | Adobe PDF |
Abstract(s)
Desde as últimas décadas do séc. XX, constata-se um desenvolvimento notável da investigação sobre o Ensino Superior, em particular sobre a forma como os alunos organizam o seu estudo. É o caso da linha de investigação SAL (Students Approaches to Learning), que marca um novo rumo na investigação focando os processos de aprendizagem na perspetiva do aluno. Assim, em 1976, Marton e Säljö, procurando explicações mais completas e realistas sobre a forma como se aprende, iniciaram a sua investigação sobre a experiência de aprendizagem dos alunos (Marton, 1970, 1976). As abordagens à aprendizagem entendidas como ideias ou conceções de aprendizagem relacionadas com as perceções do contexto de ensino e aprendizagem, referem -se à forma como o estudante se comporta face a aprendizagem, as suas intenções de aprendizagem (motivos), e os métodos utilizados para realiza-los (estratégias).
Esta investigação tem como objetivo conhecer a abordagem de estudo dos cadetes do 1.º e 4.º anos dos diferentes cursos de Engenharia no Instituto Superior Técnico Militar de Angola (ISTM). Assim, através da utilização do questionário de Inventário de Processos de Estudo para universitários de Rosário e colaboradores (2005) e de um questionário sociodemográfico, foram obtidas diferentes informações e dados, de forma a dar resposta aos objetivos deste estudo.
Fazem parte do projeto 244 alunos do 1.ºano e 69 alunos do 4.ºano, perfazendo uma amostra com número total de 313 participantes. Os resultados apontam para diferenças de médias significativas na abordagem superficial nos diferentes cursos de engenharia do 1.ºano; não se verificando o mesmo na abordagem profunda. Relativamente ao 4.ºano não foram registadas diferenças significativas quer na abordagem superficial quer na abordagem profunda.
Since the last decades of the 20th century. XX, there has been a remarkable development of research on higher education, in particular on how students organize your study. The line of inquiry salt (Students Approaches to Learning), which marks a new direction in research focusing on the learning processes from the perspective of the student. Thus, in 1976, Marton and Säljö, looking for more complete explanations and realistic about the way you learn, started your research on the students learning experience (Marton, 1970, 1976). The approaches to learning understood as learning ideas or concessions related to the perceções of the teaching and learning context, refers to how the student behaves face learning, learning intentions (reasons), and methods used to perform them (strategies). This research aims to know the study approach of the 1st and 4th year cadets of the different Engineering courses at the Instituto Superior Técnico of Angola (ISTM). Thus, through the use of the questionnaire Inventory of Study Processes for university students of Rosario and collaborators (2005) and a sociodemographic questionnaire, different information and data were obtained in order to respond to the objectives of this study. The project comprises 244 students from the 1st year and 69 students from the 4th year, making a sample with a total number of 313 participants. The results point to differences of significant means in the superficial approach in the different engineering courses of the 1st year; Not the same in the deep approach. Regarding the 4th year, no significant differences were recorded either in the superficial approach or in the deep approach.
Since the last decades of the 20th century. XX, there has been a remarkable development of research on higher education, in particular on how students organize your study. The line of inquiry salt (Students Approaches to Learning), which marks a new direction in research focusing on the learning processes from the perspective of the student. Thus, in 1976, Marton and Säljö, looking for more complete explanations and realistic about the way you learn, started your research on the students learning experience (Marton, 1970, 1976). The approaches to learning understood as learning ideas or concessions related to the perceções of the teaching and learning context, refers to how the student behaves face learning, learning intentions (reasons), and methods used to perform them (strategies). This research aims to know the study approach of the 1st and 4th year cadets of the different Engineering courses at the Instituto Superior Técnico of Angola (ISTM). Thus, through the use of the questionnaire Inventory of Study Processes for university students of Rosario and collaborators (2005) and a sociodemographic questionnaire, different information and data were obtained in order to respond to the objectives of this study. The project comprises 244 students from the 1st year and 69 students from the 4th year, making a sample with a total number of 313 participants. The results point to differences of significant means in the superficial approach in the different engineering courses of the 1st year; Not the same in the deep approach. Regarding the 4th year, no significant differences were recorded either in the superficial approach or in the deep approach.
Description
Keywords
Abordagem Ao Estudo Aprendizagem Autorregulação Processos