¿Pueden los niños adquirir un método de estudio eficaz y consciente desde la escuela primaria? Un estudio cualitativo sobre desafíos y oportunidades
DOI:
https://doi.org/10.7346/-fei-XXII-01-24_14Palabras clave:
Aprendizaje crítico-reflexivo, Autoregulación, Metacognición, Método de estudio, Tecnologías educativasResumen
La adquisición de un método de estudio eficiente y consciente se muestra como uno de los desafíos educativos más exigentes, incluso para estudiantes de secundaria y universitarios. Con el objetivo de investigar el papel que desempeña la escuela primaria como punto de partida para ejercitar y adquirir habilidades de estudio tempranas, este artículo ilustra y discute los resultados de un estudio exploratorio realizado a través de un grupo focal en el que participaron cinco maestros de una escuela primaria del Instituto Comprensivo “Don Lorenzo Milani” de Montespertoli, en la provincia de Florencia, adherido al proyecto “Senza Zaino”. El debate generado fue diseñado para recoger ideas sobre cinco áreas principales: el conocimiento de los maestros sobre los constructos de referencia; las prácticas diarias implementadas; los obstáculos a enfrentar; la contribución de las tecnologías educativas; y, finalmente, pasos adicionales que habilitan la competencia. Los resultados, que servirán de base para futuras investigaciones más profundas, revelan la necesidad de actuar tanto en las creencias y enfoques ya arraigados de maestros y estudiantes, como en favor de disposiciones metacognitivas y del uso informado de las tecnologías educativas.
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