Implicación y rendimiento en Físicael papel de las estrategias docentes en el aula y el interés personal y situacional del alumnado

  1. González Fernández, Antonio 1
  2. Paoloni, Paola Verónica 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad Nacional de Río Cuarto
    info

    Universidad Nacional de Río Cuarto

    Córdoba, Argentina

    ROR https://ror.org/0002pcv65

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Ano de publicación: 2015

Volume: 20

Número: 1

Páxinas: 25-45

Tipo: Artigo

Outras publicacións en: Revista de psicodidáctica

Resumo

Este estudio pretende analizar el interés situacional y personal hacia la Física, establecer en qué medida ambos resultan afectados por dos estrategias docentes (ofrecer posibilidades de elección en clase y explicitar la relevancia de los contenidos) y determinar el grado en que estrategias e interés influyen sobre la implicación, la desafección y el rendimiento. Participaron 430 estudiantes de segundo curso del Bachillerato científico-tecnológico (52.4% chicas). Los modelos de ecuaciones estructurales confirman las hipótesis: el interés personal y el situacional se ven potenciados por estas dos estrategias docentes; además, ambos tipos de interés y las estrategias favorecieron la implicación y el rendimiento académico, protegiendo a los alumnos frente a la desafección. Los efectos mediados entre las variables evaluadas también fueron significativos.

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