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Efecto de un andamiaje para facilitar el aprendizaje autorregulado en ambientes hipermedia.
dc.contributor.author | Hederich Martínez, Christian | spa |
dc.date.issued | 2010-06-30 | |
dc.identifier | https://revistas.pedagogica.edu.co/index.php/RCE/article/view/631 | |
dc.identifier | 10.17227/01203916.631 | |
dc.identifier.issn | 2323-0134 | |
dc.identifier.issn | 0120-3916 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/6508 | |
dc.description.abstract | En el presente trabajo se examina la relación existente entre dos estrategias didácticas, el an-damiaje y el aprendizaje en parejas, con respec-to al desarrollo de habilidades autorreguladoras en estudiantes de educación básica secundaria, a partir de la interacción con un ambiente hi-permedia para el aprendizaje de transformacio-nes geométricas en el plano. Este software fue especialmente diseñado para el estudio. En el estudio participaron 128 estudiantes de cuatro cursos del grado décimo del Instituto Educati-vo Distrital Inem “Santiago Pérez”, Tunal de Bogotá. Los cursos fueron asignados aleatoria-mente a una de cuatro condiciones de trabajo: (hipermedia con andamiaje - aprendizaje indi-vidual, hipermedia con andamiaje - aprendizaje en parejas, hipermedia sin andamiaje - apren-dizaje individual e hipermedia sin andamiaje - aprendizaje en parejas). Se utilizó el cuestio-nario mslq para medir el desarrollo de habili-dades autorreguladoras y se realizó un análisis multivariante de varianza. Los resultados indi-caron que el aprendizaje en parejas y el uso de un andamiaje autorregulador, se relacionan sig-nificativamente con el desarrollo de habilidades de aprendizaje autorregulado. | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | |
dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
dc.relation | https://revistas.pedagogica.edu.co/index.php/RCE/article/view/631/640 | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
dc.source | Revista Colombiana de Educación; Núm. 58 (2010): Tecnologías de la información aplicadas a la educación (ene-jun); 96.116 | spa |
dc.subject | Aprendizaje autorregulado | spa |
dc.subject | Hipermedia | spa |
dc.subject | Andamiaje | spa |
dc.subject | Aprendizaje en parejas | spa |
dc.subject | Ciencias | spa |
dc.title | Efecto de un andamiaje para facilitar el aprendizaje autorregulado en ambientes hipermedia. | spa |
dc.subject.keywords | Self-regulated learning | eng |
dc.subject.keywords | Hypermedia | eng |
dc.subject.keywords | Scaf-folding | eng |
dc.subject.keywords | Coregulation | eng |
dc.subject.keywords | Science | eng |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
dc.type.local | Artículo de revista | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
dc.type.driver | info:eu-repo/semantics/article | eng |
dc.description.abstractenglish | This study evaluates the relationship bet-ween two learning strategies: scaffolding and co-regulation with respect to the de-velopment of self-regulatory skills among medium school students by means of the interaction with a hypermedia environ-ment about the learning of geometric transformations in the plane. This software was specially designed for this study. The participants were 128 students from four courses of tenth grade at the INEM “San-tiago Perez”, Tunal, Bogotá. The courses were randomly assigned to one of four work conditions: (scaffolding hypermedia- individual learning, scaffolding hyperme-dia- couples learning, hypermedia without scaffolding- individual learning and hyper-media without scaffolding couples lear-ning). MSLQ questionnaire was used to measure self-regulatory skill development and the methodology used multivariate analysis of variance. The results indicated that learning in pairs and using self-regu-latory scaffolding were significantly related to the development of self-regulated lear-ning skills. | eng |
dc.description.abstractenglish | This study evaluates the relationship bet-ween two learning strategies: scaffolding and co-regulation with respect to the de-velopment of self-regulatory skills among medium school students by means of the interaction with a hypermedia environ-ment about the learning of geometric transformations in the plane. This software was specially designed for this study. The participants were 128 students from four courses of tenth grade at the INEM “San-tiago Perez”, Tunal, Bogotá. The courses were randomly assigned to one of four work conditions: (scaffolding hypermedia- individual learning, scaffolding hyperme-dia- couples learning, hypermedia without scaffolding- individual learning and hyper-media without scaffolding couples lear-ning). MSLQ questionnaire was used to measure self-regulatory skill development and the methodology used multivariate analysis of variance. The results indicated that learning in pairs and using self-regu-latory scaffolding were significantly related to the development of self-regulated lear-ning skills.Key wordsSelf-regulated learning, hypermedia, scaf-folding, co-regulation, science. | eng |
dc.type.version | info:eu-repo/semantics/publishedVersion | |
dc.rights.creativecommons | Attribution-NonCommercial 4.0 International |
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Revista Colombiana de Educación [929]
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