Implicación y rendimiento en Físicael papel de las estrategias docentes en el aula y el interés personal y situacional del alumnado
- González Fernández, Antonio 1
- Paoloni, Paola Verónica 2
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1
Universidade de Vigo
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2
Universidad Nacional de Río Cuarto
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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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