How are we studying learning? What our research has to say

Within physics education research (PER) a variety of conceptions exists as to what it is to learn. These various conceptions, nonetheless, can be classified in two large groups: those within a social approach, and those that correspond to an individual approach. Each of these is more concerned with...

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Autores principales: Baudino, Nicolás, Velasco, Juan, Buteler, Laura, Coleoni, Enrique
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2017
Materias:
Concepciones de aprendizaje
Enfoque social
Enfoque individual.
Learning conceptions
Social approach
Individual approach.
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18455
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-18455
record_format ojs
spelling I10-R316-article-184552023-09-12T17:07:07Z How are we studying learning? What our research has to say ¿Cómo estudiamos el aprendizaje? Lo que dicen nuestros trabajos de investigación Baudino, Nicolás Velasco, Juan Buteler, Laura Coleoni, Enrique Concepciones de aprendizaje Enfoque social Enfoque individual. Learning conceptions Social approach Individual approach. Within physics education research (PER) a variety of conceptions exists as to what it is to learn. These various conceptions, nonetheless, can be classified in two large groups: those within a social approach, and those that correspond to an individual approach. Each of these is more concerned with different dimensions of learning, and therefore will have different implications in the design of instruction. This work is motivated by the query of what conceptions of learning have driven the research carried out by our PER community. An analysis is performed seeking to identify learning conceptions in the work reported in the meetings that have been held in our country (SIEF XII, REF XIX and SIEF XIII), as pertaining to either a social or individual approach. Results show a marked tendency to use individual approaches for learning. Also, a number of reports were found in which the conception of learning used is not explicitly declared. We believe these results can help us, as a research community, for our future work. En el ámbito educativo, y particularmente en el campo de la educación en física, existe una gran diversidad de concepciones de aprendizaje. Una mirada global permite clasificarlas en dos grandes grupos: enfoque social y enfoque individual. Cada enfoque atiende dimensiones distintas del aprendizaje y, por consiguiente, tiene im-plicancias diferentes en los diseños de enseñanza. A raíz de este análisis, surge en el grupo de investigación la pregunta acerca de qué concepciones del aprendizaje han sustentado las investigaciones llevadas a cabo por nuestra comunidad. En el siguiente trabajo, se realiza un análisis de las concepciones de aprendizaje utilizadas en la comunidad de investigación en enseñanza de la física en Argentina. Para ello se categorizan los trabajos presentados en las últimas tres reuniones (SIEF XII, REF XIX y SIEF XIII), según se alineen con un enfoque social o individual. Los resultados arrojan una fuerte tendencia a utilizar enfoques individuales del aprendizaje. También se encontró una gran cantidad de trabajos que no explicitan la concepción utilizada. Consideramos que estos resultados pueden servir como insumo para la comunidad de investigadores para entender nuestras trayectorias y abordar nuevas líneas de investigación. Asociación de Profesores de Física de la Argentina 2017-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18455 Journal of Physics Teaching; Vol. 29: Extra Issue: Selection of papers submitted to REF; 145-151 Revista de Enseñanza de la Física; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 145-151 Revista de Enseñanza de la Física; v. 29: Edição extra: Seleção de artigos enviados ao REF; 145-151 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18455/18298 Derechos de autor 2017 Nicolás Baudino, Juan Velasco, Laura Buteler, Enrique Coleoni
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Concepciones de aprendizaje
Enfoque social
Enfoque individual.
Learning conceptions
Social approach
Individual approach.
spellingShingle Concepciones de aprendizaje
Enfoque social
Enfoque individual.
Learning conceptions
Social approach
Individual approach.
Baudino, Nicolás
Velasco, Juan
Buteler, Laura
Coleoni, Enrique
How are we studying learning? What our research has to say
topic_facet Concepciones de aprendizaje
Enfoque social
Enfoque individual.
Learning conceptions
Social approach
Individual approach.
author Baudino, Nicolás
Velasco, Juan
Buteler, Laura
Coleoni, Enrique
author_facet Baudino, Nicolás
Velasco, Juan
Buteler, Laura
Coleoni, Enrique
author_sort Baudino, Nicolás
title How are we studying learning? What our research has to say
title_short How are we studying learning? What our research has to say
title_full How are we studying learning? What our research has to say
title_fullStr How are we studying learning? What our research has to say
title_full_unstemmed How are we studying learning? What our research has to say
title_sort how are we studying learning? what our research has to say
description Within physics education research (PER) a variety of conceptions exists as to what it is to learn. These various conceptions, nonetheless, can be classified in two large groups: those within a social approach, and those that correspond to an individual approach. Each of these is more concerned with different dimensions of learning, and therefore will have different implications in the design of instruction. This work is motivated by the query of what conceptions of learning have driven the research carried out by our PER community. An analysis is performed seeking to identify learning conceptions in the work reported in the meetings that have been held in our country (SIEF XII, REF XIX and SIEF XIII), as pertaining to either a social or individual approach. Results show a marked tendency to use individual approaches for learning. Also, a number of reports were found in which the conception of learning used is not explicitly declared. We believe these results can help us, as a research community, for our future work.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2017
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18455
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first_indexed 2024-09-03T20:38:50Z
last_indexed 2024-09-03T20:38:50Z
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