Aprendiendo a aprender en una asignatura de matemáticas de primer curso de grado
[EN] Learning to learn (LLL) is a core competence for professional success, as it involves personal reflection on time and information management, teamwork, and self-regulation through the active use of one’s own learning strategies. It should therefore be developed across cognitive, metacognitive,...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/229615 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/229615 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprender a aprender Aprendizaje permanente Evaluación de competencias Grado Universidad Learning to learn Long life learning Skills assessment Degree High education |
| Sumario: | [EN] Learning to learn (LLL) is a core competence for professional success, as it involves personal reflection on time and information management, teamwork, and self-regulation through the active use of one’s own learning strategies. It should therefore be developed across cognitive, metacognitive, affective-emotional, social-relational and ethical dimensions. This study reports the evaluation of LLL in first-year students enrolled in a mathematics course across three degrees (GADE, GECO and GFYC), in connection with the application of a specific active methodology: problem-based learning (PBL). Data were collected using two questionnaires: one to probe each student’s learning and activity-specific features, and another based on a first-year-appropriate LLL assessment rubric to determine baseline mastery of the competence. Results indicate that the experience was positive for both instructor and students. Students viewed the evaluation as a useful starting point for understanding their current level of LLL acquisition and, consequently, for progressing in learning to learn. |
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