Learning approaches and reading comprehensionthe role of student questioning and prior knowledge

  1. Cano García, Francisco
  2. García, Ángela 1
  3. Justicia Justicia, Fernando 1
  4. García Berbén, Ana Belén 1
  1. 1 Universidad de Granada, Spain
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2014

Volumen: 19

Número: 2

Páginas: 247-265

Tipo: Artículo

DOI: 10.1387/REVPSICODIDACT.10186 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

Los enfoques de aprendizaje de los estudiantes y la comprensión lectora son constructos que, aunque provenientes de diferentes perspectivas teóricas y metodológicas, podrían estar relacionados. Este estudio analiza esa relación y el papel desempeñado por las preguntas de los estudiantes respecto a un texto típico de ciencias y por su conocimiento previo. Participaron 449 estudiantes de ciencias (cuarto curso de Secundaria) y el análisis de senderos (path analysis) mostró que los enfoques de aprendizaje de los estudiantes a nivel de curso explicaron su comprensión lectora e influyeron indirectamente sobre las preguntas, vía conocimiento previo. El enfoque superficial contribuyó negativamente), directa e indirectamente, a la comprensión del texto, mientras que el enfoque profundo contribuyó (positivamente), pero sólo indirectamente. Estos resultados enfatizan el papel mediador de las preguntas así como la importancia de adoptar un punto de vista amplio sobre la comprensión de los textos de ciencias.

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