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Novos públicos no ensino superior: abordagem à aprendizagem de estudantes maiores de 23
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Abstract(s)
O presente estudo descreve a apropriação que os estudantes fazem das diferentes formas de aprender e de estudar no Ensino Superior. Do ponto de vista epistemológico, a investigação enquadra‐se na literatura educacional e desenvolvimental centrada na aprendizagem dos estudantes e sustenta‐se no princípio da Aprendizagem ao Longo da Vida. O rationale teórico insere‐se na Teoria de Biggs (1987). A amostra é constituída por 64 estudantes do sexo feminino, maiores de 23 anos a frequentar o Ensino Superior. A abordagem à aprendizagem foi avaliada através da escala Revised two‐factor Study Process Questionnaire (R‐SPQ‐2F) (Godoy, 2009), resultante da adaptação realizada para português. Os resultados do estudo revelam que as estudantes adotam preferencialmente um abordagem superficial de aprendizagem e permitem‐nos concluir que estas abordagens não são estanques e variam consoante o interesse despertado pelos conteúdos abordados e a necessidade de os aprender, fatores passíveis de serem trabalhados a nível didático‐pedagógico.
The purpose of this study is to describe how students grasp the various forms of learning and studying in Higher Education. From the epistemological point of view, our research fits into educational and developmental literature focused on the students’ learning and is based on the principle of Lifelong Learning. The rationale is based on Biggs’s Theory (1987). The cohort consists of 64 female students, over 23 years of age, attending Higher Education. The approach to learning was evaluated by the scale Revised two‑factor Study Process Ques‑ tionnaire (R‑SPQ‑2F) (Godoy, 2009), resulting from the adaptation made to Portuguese. The results show that students preferentially adopt a superficial approach to learning. The conclusion of this study is that approaches are not watertight, and they vary according to the interest raised by the contents addressed and the need to learn them, factors that can be worked on at teach‑ ing and learning levels.
The purpose of this study is to describe how students grasp the various forms of learning and studying in Higher Education. From the epistemological point of view, our research fits into educational and developmental literature focused on the students’ learning and is based on the principle of Lifelong Learning. The rationale is based on Biggs’s Theory (1987). The cohort consists of 64 female students, over 23 years of age, attending Higher Education. The approach to learning was evaluated by the scale Revised two‑factor Study Process Ques‑ tionnaire (R‑SPQ‑2F) (Godoy, 2009), resulting from the adaptation made to Portuguese. The results show that students preferentially adopt a superficial approach to learning. The conclusion of this study is that approaches are not watertight, and they vary according to the interest raised by the contents addressed and the need to learn them, factors that can be worked on at teach‑ ing and learning levels.
Description
Keywords
Aprendizagem ao longo da vida Abordagens à aprendizagem Ensino superior Lifelong learning Approaches to learning Higher education
Pedagogical Context
Citation
MONTEIRO, Angélica, BARROS, Rita, & MOREIRA, J. António (2015). Novos públicos no Ensino Superior: abordagem à aprendizagem de estudantes Maiores de 23. Revista Portuguesa de Pedagogia, 49 (1), 131-149.