Ana Isa Figueira
Universidade de Lisboa, Faculdade de Psicologia, Graduate Student
abstract The goal of this study was to characterize, through a questionnaire, the degree of use of teaching practices related with passive and active learning in rural and urban elementary Portuguese teachers. Psychometric analysis of the... more
abstract The goal of this study was to characterize, through a questionnaire, the degree of use of teaching practices related with passive and active learning in rural and urban elementary Portuguese teachers. Psychometric analysis of the questionnaire was conducted with a sample of 400 elementary teachers. For studying the degree of teachers' use of teaching practices related with passive and active learning the questionnaire was applied to a second sample of 140 elementary teachers from urban and rural schools. Use of teaching practices was compared between these two groups through a t-test (independent samples). Main results suggest the existence of a differentiation between a «participatory» and a «non-participatory» form of teaching in the inquired teachers; an higher general use of the former compared with the use of the later; and an higher use of «participatory» teaching in rural teachers than in urban teachers.
Research Interests:
En este artículo se pretende dar a conocer y comentar ciertos componentes del proceso de enseñanza y aprendizaje en una escuela rural portuguesa, a partir del testimonio de una profesora. Entre otros factores se analizan ciertas... more
En este artículo se pretende dar a conocer y comentar ciertos componentes del proceso de enseñanza y aprendizaje en una escuela rural portuguesa, a partir del testimonio de una profesora. Entre otros factores se analizan ciertas «prácticas» como la enseñanza multinivel, la interdisciplinariedad, el aprendizaje cooperativo y la enseñanza recíproca, la utilización del entorno, la vinculación con la comunidad, la relación cercana profesor-alumno y el trabajo de proyecto.
Research Interests:
This study tested a procedure to enhance the quality of learning, by changing learning motivation through cognitive restructuring. The study’s theoretical framework - Students’ approaches to learning theory (SAL) - states a significant... more
This study tested a procedure to enhance the quality of learning, by changing learning motivation through
cognitive restructuring. The study’s theoretical framework - Students’ approaches to learning theory (SAL) -
states a significant relation between motivation, learning strategy and the quality of learning. Studies shows that
students with a deep approach to learning (i.e. intrinsic motivation and deep learning strategies) tend to have a
higher quality of learning, as measured by the SOLO taxonomy (Biggs & Collins, 1982). This study results
demonstrate that the quality of the learning product increased with the intervention on motivation, supporting
the SAL perspective and the efficacy of cognitive restructuring on changing academic motivation.
cognitive restructuring. The study’s theoretical framework - Students’ approaches to learning theory (SAL) -
states a significant relation between motivation, learning strategy and the quality of learning. Studies shows that
students with a deep approach to learning (i.e. intrinsic motivation and deep learning strategies) tend to have a
higher quality of learning, as measured by the SOLO taxonomy (Biggs & Collins, 1982). This study results
demonstrate that the quality of the learning product increased with the intervention on motivation, supporting
the SAL perspective and the efficacy of cognitive restructuring on changing academic motivation.