Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning

Predisposition to learn is one of the key conditions for meaningful learning. The other one is the previous knowledge. In other words, we could say that we learn if we want and from what we already know. In this presentation the focus will be in the pre-disposition to learn, from several perspective...

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Autor principal: Moreira, Marco Antonio
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2021
Materias:
meaningful learning
physics teaching
predisposition to learn
aprendizaje significativo
enseñanza de la Física
predisposición para aprender
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33232
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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spelling I10-R316-article-332322022-03-31T03:46:57Z Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning Predisposición para un aprendizaje significativo de la física: intencionalidad, motivación, interés, autoeficacia, autorregulación y aprendizaje personalizado Moreira, Marco Antonio meaningful learning physics teaching predisposition to learn aprendizaje significativo enseñanza de la Física predisposición para aprender Predisposition to learn is one of the key conditions for meaningful learning. The other one is the previous knowledge. In other words, we could say that we learn if we want and from what we already know. In this presentation the focus will be in the pre-disposition to learn, from several perspectives, trying to understand why in the teaching of physics what usually happens is to generate an indisposition, not a predisposition, to learn it meaningfully. Predisposición para aprender es una de las condiciones-clave para el aprendizaje significativo. La otra es el conocimien-to previo. En otras palabras, se podría decir que aprendemos si queremos y desde lo que ya sabemos. En esta presentación el foco estará en la predisposición para aprender, desde varias perspectivas, buscando entender porqué lo más común en la ense-ñanza de la Física es generar una indisposición, no una predisposición, para aprenderla significativamente. Asociación de Profesores de Física de la Argentina 2021-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33232 10.55767/2451.6007.v33.n1.33232 Journal of Physics Teaching; Vol. 33 No. 1 (2021): January-June; 141-146 Revista de Enseñanza de la Física; Vol. 33 Núm. 1 (2021): Enero-Junio; 141-146 Revista de Enseñanza de la Física; v. 33 n. 1 (2021): Janeiro-Junho; 141-146 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33232/33682 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33232/33683 http://creativecommons.org/licenses/by-nc-nd/4.0
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 meaningful learning
physics teaching
predisposition to learn
aprendizaje significativo
enseñanza de la Física
predisposición para aprender
spellingShingle meaningful learning
physics teaching
predisposition to learn
aprendizaje significativo
enseñanza de la Física
predisposición para aprender
Moreira, Marco Antonio
Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning
topic_facet meaningful learning
physics teaching
predisposition to learn
aprendizaje significativo
enseñanza de la Física
predisposición para aprender
author Moreira, Marco Antonio
author_facet Moreira, Marco Antonio
author_sort Moreira, Marco Antonio
title Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning
title_short Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning
title_full Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning
title_fullStr Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning
title_full_unstemmed Predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning
title_sort predisposition to a meaningful learning of physics: intentionality, motivation, interest, self-efficacy, self-regulation, and personalized learning
description Predisposition to learn is one of the key conditions for meaningful learning. The other one is the previous knowledge. In other words, we could say that we learn if we want and from what we already know. In this presentation the focus will be in the pre-disposition to learn, from several perspectives, trying to understand why in the teaching of physics what usually happens is to generate an indisposition, not a predisposition, to learn it meaningfully.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33232
work_keys_str_mv AT moreiramarcoantonio predispositiontoameaningfullearningofphysicsintentionalitymotivationinterestselfefficacyselfregulationandpersonalizedlearning
AT moreiramarcoantonio predisposicionparaunaprendizajesignificativodelafisicaintencionalidadmotivacioninteresautoeficaciaautorregulacionyaprendizajepersonalizado
first_indexed 2024-09-03T20:40:01Z
last_indexed 2024-09-03T20:40:01Z
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