Conceptions of learning: The design and validation of a questionnaire for trainee teachers

Teachers as well as trainee teachers have conceptions of teaching and learning that do not correspond to the learning theories studied within the university course programs. The predominating ideas in this paradigmatic context, which are based upon the fact that subjects understand an action scenari...

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Detalles Bibliográficos
Publicado: 2007
Materias:
Conceptions
Learning
Questionnaire
Teaching students
Acceso en línea:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_16074041_v9_n2_p_Vilanova
http://hdl.handle.net/20.500.12110/paper_16074041_v9_n2_p_Vilanova
Aporte de:
Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA) de Universidad de Buenos Aires
id paper:paper_16074041_v9_n2_p_Vilanova
record_format dspace
spelling paper:paper_16074041_v9_n2_p_Vilanova2023-06-08T16:25:04Z Conceptions of learning: The design and validation of a questionnaire for trainee teachers Conceptions Learning Questionnaire Teaching students Teachers as well as trainee teachers have conceptions of teaching and learning that do not correspond to the learning theories studied within the university course programs. The predominating ideas in this paradigmatic context, which are based upon the fact that subjects understand an action scenario, posses an implicit character and differ from the notion that they are expressed explicitly most of times. The objective of this article is to introduce the adaption and validation of an instrument designed to research on the conceptions of trainee teachers of the School of Humanities as well as the School of Exact and Natural Sciences of the National University of Mar del Plata (Universidad Nacional de Mar del Plata) in Argentina about learning. Also, it intends to conduct a first analysis of the results obtained after it has been administered. The instrument is an adaption of a dilemma questionnaire designed by Martín, Mateos, Pérez-Echeverría, Pozo, Pecharromán, Martínez, and Villalón, which they administered to 120 students. Cronbach's Alpha was used to determine factor analysis reliability, and consequently construct validity. The following data analysis shows the application of the interpretative theory of learning based on an epistemological conception related to critical realism. 2007 https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_16074041_v9_n2_p_Vilanova http://hdl.handle.net/20.500.12110/paper_16074041_v9_n2_p_Vilanova
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-134
collection Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA)
topic Conceptions
Learning
Questionnaire
Teaching students
spellingShingle Conceptions
Learning
Questionnaire
Teaching students
Conceptions of learning: The design and validation of a questionnaire for trainee teachers
topic_facet Conceptions
Learning
Questionnaire
Teaching students
description Teachers as well as trainee teachers have conceptions of teaching and learning that do not correspond to the learning theories studied within the university course programs. The predominating ideas in this paradigmatic context, which are based upon the fact that subjects understand an action scenario, posses an implicit character and differ from the notion that they are expressed explicitly most of times. The objective of this article is to introduce the adaption and validation of an instrument designed to research on the conceptions of trainee teachers of the School of Humanities as well as the School of Exact and Natural Sciences of the National University of Mar del Plata (Universidad Nacional de Mar del Plata) in Argentina about learning. Also, it intends to conduct a first analysis of the results obtained after it has been administered. The instrument is an adaption of a dilemma questionnaire designed by Martín, Mateos, Pérez-Echeverría, Pozo, Pecharromán, Martínez, and Villalón, which they administered to 120 students. Cronbach's Alpha was used to determine factor analysis reliability, and consequently construct validity. The following data analysis shows the application of the interpretative theory of learning based on an epistemological conception related to critical realism.
title Conceptions of learning: The design and validation of a questionnaire for trainee teachers
title_short Conceptions of learning: The design and validation of a questionnaire for trainee teachers
title_full Conceptions of learning: The design and validation of a questionnaire for trainee teachers
title_fullStr Conceptions of learning: The design and validation of a questionnaire for trainee teachers
title_full_unstemmed Conceptions of learning: The design and validation of a questionnaire for trainee teachers
title_sort conceptions of learning: the design and validation of a questionnaire for trainee teachers
publishDate 2007
url https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_16074041_v9_n2_p_Vilanova
http://hdl.handle.net/20.500.12110/paper_16074041_v9_n2_p_Vilanova
_version_ 1768544198642892800

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