Publication: Estrategias de aprendizaje y rendimiento a través de la metodología CAIT
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2018-10-04
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Universidad Complutense de Madrid
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Abstract
El presente trabajo es fruto de la investigación y práctica docente del autor en los últimos nueve años sobre la metodología CAIT (Constructiva, Auto-regulada, Interactiva y Tecnológica. La investigación en metodología CAIT que se presenta, por tanto, pretende ser un puente conector entre teoría y práctica, tratando de aportar datos empíricos basados en años de puesta en práctica. La Tesis Doctoral de la que este documento es resumen está constituida por dos partes principales: una primera en la que, a través de dos grandes capítulos se analizan con detenimiento las áreas teóricas en torno a las que girará la investigación y otra segunda en la que será protagonista la investigación empírica que da respuesta a los principales problemas de investigación planteados: si la metodología CAIT proporciona mejoras en la adquisición de estrategias de aprendizaje en los alumnos que la han practicado; si hay diferencias en el rendimiento académico, así como si hay diferencias en cuanto al género de los discentes en los resultados. En el último capítulo se incluye, tras la discusión de los resultados, una prospectiva de investigación, indicando hacia dónde puede seguir caminando la misma tras esta experiencia...
This Thesis is the result of the author’s research and practice in the classroom along the last nine years on CAIT methodology (Spanish acronym derived from: Constructiva -constructive-, Auto-regulada -self-regulated-, Interactiva -interactive- and Tecnológica –technological-). This methodology aims to be a link between theory and practice, providing empirical data based on a real work with children. The current summary presents two different parts. The first one in which the theoretical frame-work is analysed across two chapters dealing with the use of sport topics in class as an interesting way to motivate children and engage them both into learning strategies and into the study of contents. After, the second part presents the empirical work in depth, giving response to three research problems: Does CAIT methodology provide a better way to engage children into learning strategies?, Does CAIT methodology provide a better way to fulfil academic performance? and Does CAIT methodology show differences between children if we segment them by gender con-cerning learning strategies and academic performance? In the last chapter, we can find both, the results discussion and a future prospects showing new research parameters opened by this work...
This Thesis is the result of the author’s research and practice in the classroom along the last nine years on CAIT methodology (Spanish acronym derived from: Constructiva -constructive-, Auto-regulada -self-regulated-, Interactiva -interactive- and Tecnológica –technological-). This methodology aims to be a link between theory and practice, providing empirical data based on a real work with children. The current summary presents two different parts. The first one in which the theoretical frame-work is analysed across two chapters dealing with the use of sport topics in class as an interesting way to motivate children and engage them both into learning strategies and into the study of contents. After, the second part presents the empirical work in depth, giving response to three research problems: Does CAIT methodology provide a better way to engage children into learning strategies?, Does CAIT methodology provide a better way to fulfil academic performance? and Does CAIT methodology show differences between children if we segment them by gender con-cerning learning strategies and academic performance? In the last chapter, we can find both, the results discussion and a future prospects showing new research parameters opened by this work...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, leída el 09/05/2017