Docencia para facilitar el aprendizaje activo y autorregulado

María Victoria Pérez, Alejandro Díaz-Mujica, Julio Antonio González-Pienda, José Carlos Núñez

Resumo


Durante el desarrollo de las tareas propias del currículum, los profesores pueden ofrecer modelos a sus alumnos y discutir con ellos la aplicación de estrategias de autorregulación a situaciones cotidianas de aprendizaje. Este trabajo se centra en analizar las bases conceptuales de un programa basado en el enfoque procesual delaprendizaje autorregulado, para ser empleado en distintos contenidos y asignaturas de primer año de carreras universitarias. Se examina el concepto autorregulación del aprendizaje, la importancia del fomento de la autorregulación del aprendizaje efectuado por los docentes durante sus clases habituales, y el entrenamiento y desarrollo de competencias de autorregulación del aprendizaje. Seguidamente se describe un programa de docencia para facilitar el aprendizaje activoy autorregulado que se orienta (1) a la planificación del estudio y (2)a las estrategias cognitivas de aprendizaje, mediante la reflexión y experimentación efectuadas por el estudiante.

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DOI: http://dx.doi.org/10.7213/rde.v10i30.2509

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