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...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2018
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22515 |
| Aporte de: |
| Sumario: | 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. |
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