Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students

The aim of this study was to investigate the effects of a pedagogical intervention by infusion on the frequency of use of learning strategies by high school biology students of a public school. 71 students participated in this research, 26 of which were from the experimental group, and 45 from the c...

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Autores principales: Santos, Deivid Alex dos, Alliprandini, Paula Mariza Zedu
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2018
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515
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Revista de Educación en Biología de Universidad Nacional de Córdoba
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spelling I10-R313-article-225152021-11-12T18:42:22Z Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students Efeito de uma intervenção em estratégias de aprendizagem por infusão em alunos de biologia do Ensino Médio Santos, Deivid Alex dos Alliprandini, Paula Mariza Zedu The aim of this study was to investigate the effects of a pedagogical intervention by infusion on the frequency of use of learning strategies by high school biology students of a public school. 71 students participated in this research, 26 of which were from the experimental group, and 45 from the control group. In order to collect data, this study used the Learning Strategies Assessment Scale for Primary Education. The work was divided into three stages: pre-test, intervention and post-test (quasi-experimental research). The interventions were made in 36 lesson hours. The results showed an increase in the frequency of use of cognitive strategies by the experimental group, as well as differences between both sexes. This study has important implications as regards the teacher's role in teaching learning strategies within a specific subject, adapting these strategies to the demands of the particular task and content, leading their students to learn how to learn. Buscou-se investigar os efeitos de uma intervenção pedagógica por infusão na frequência do uso de estratégias de aprendizagem em alunos da disciplina de biologia do Ensino Médio de uma escola pública. Participaram da pesquisa 71 alunos, sendo 26 do grupo experimental e 45 do controle. Para a coleta de dados foi utilizada a Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental. O trabalho foi dividido em pré-teste, intervenção e pós-teste (pesquisa quase-experimental). As intervenções foram realizadas em 36 horas/aula. Os resultados apontaram um aumento na frequência de uso das estratégias cognitivas pelo grupo experimental, assim como diferenças entre os sexos. O trabalho apresenta importantes implicações no papel do professor no sentido de ensinar estratégias de aprendizagem dentro de uma disciplina específica, adequando-as às exigências da tarefa e conteúdo, levando seus alunos a aprender a aprender. Asociación de Docentes de Ciencias Biológicas de la Argentina 2018-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf application/x-zip application/x-zip application/x-zip https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515 10.59524/2344-9225.v20.n2.22515 Journal of Biology Education; Vol. 20 No. 2 (2017): Revista de Educación en Biología; (pp. 52-72) Revista de Educación en Biología; Vol. 20 Núm. 2 (2017): Revista de Educación en Biología; (pp. 52-72) 2344-9225 0329-5192 10.59524/2344.9225.v20.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515/22134 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515/27169 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515/27170 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515/27171 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515/27172 Derechos de autor 2017 Deivid Alex dos Santos, Paula Mariza Zedu Alliprandini https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Santos, Deivid Alex dos
Alliprandini, Paula Mariza Zedu
spellingShingle Santos, Deivid Alex dos
Alliprandini, Paula Mariza Zedu
Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students
author_facet Santos, Deivid Alex dos
Alliprandini, Paula Mariza Zedu
author_sort Santos, Deivid Alex dos
title Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students
title_short Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students
title_full Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students
title_fullStr Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students
title_full_unstemmed Effect of an Intervention in Learning Strategies by Infusion in High School Biology Students
title_sort effect of an intervention in learning strategies by infusion in high school biology students
description The aim of this study was to investigate the effects of a pedagogical intervention by infusion on the frequency of use of learning strategies by high school biology students of a public school. 71 students participated in this research, 26 of which were from the experimental group, and 45 from the control group. In order to collect data, this study used the Learning Strategies Assessment Scale for Primary Education. The work was divided into three stages: pre-test, intervention and post-test (quasi-experimental research). The interventions were made in 36 lesson hours. The results showed an increase in the frequency of use of cognitive strategies by the experimental group, as well as differences between both sexes. This study has important implications as regards the teacher's role in teaching learning strategies within a specific subject, adapting these strategies to the demands of the particular task and content, leading their students to learn how to learn.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2018
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515
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first_indexed 2024-09-03T20:30:56Z
last_indexed 2024-09-03T20:30:56Z
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