Relación entre el fomento de la capacidad de reflexión, análisis, síntesis y razonamiento y el aprendizaje del estudiante universitario

  1. Pérez-Cárceles, María Concepción 1
  2. Palazón-Pérez de los Cobos, Alfonso 1
  3. Gómez-Gallego, Maria1 2
  4. Gómez-Gallego, Juan Cándido 1
  5. Gómez-García Juan 2
  1. 1 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Book:
I Congreso Internacional de Innovación Docente. CIID: Cartagena 6, 7 y 8 de julio de 2011

Publisher: Cartagena, Universidad Politécnica de Cartagena, D.L. 2011

ISBN: 978-84-694-5332-2

Year of publication: 2011

Pages: 1549-1562

Congress: Congreso Internacional de Innovación Docente del Campus de Excelencia Internacional "Mare Nostrum" (CIID) (1. 2011. Cartagena)

Type: Conference paper

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

The aim of this study is to explore the teachers’ adoption of development of capacity for reflections, analysis, synthesis and reasoning. A sample of 208 teachers and 1500 students from Catholic University San Antonio were administered the University Teaching Assessment Questionnaire and the Study Process Questionnaire. Measures of Capacity for Reflections, Approaches to Learning, and Academic Results were obtained and the relationship among them was analyzed using statistical multivariate techniques. Although the use of active learning methodologies is still low, it has a significant influence on both the quality of learning and academic results

Data source: Dialnet