Una perspectiva teórica del aprendizaje en el contexto del Pacífico: una perspectiva sociocultural
DOI:
https://doi.org/10.25115/ejrep.v8i20.1374Palabras clave:
Aprendizaje, Pacífico, enfoques de aprendizaje, contextos socioculturales, epistemología.Resumen
Este artículo teórico discute la importancia de los enfoques de aprendizaje y los contextos socioculturales. La discusión sintetiza estudios empíricos de investigación previos, tomando en consideración la importancia de la cultura del individuo y el contexto en el que vive. Los estudios de Marton y Saljo (1976) y otros investigadores (Biggs, 1987; Watkins & Regmi, 1990) han proporcionado una potente base teórica en relación los enfoques de aprendizaje que adoptan las personas. Más recientemente, muchos teóricos han intentado establecer los enfoques de aprendizaje del alumno en contextos de aprendizaje (Mugler & Landbeck, 1997). Este argumento surge de la comprensión de que los enfoques de aprendizaje se encuentran integrados, y más importante aún, están relacionados con la epistemología personal. En la discusión, se utiliza el ejemplo del contexto del Pacífico para explicar como la base sociocultural y la historia previa de la persona configuran e influyen en los enfoques de aprendizaje.
Descargas
Citas
Ainley, M. D. (1993). Style of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology, 85, 395-405.
Akande, A. (1998). Towards the multicultural validation of a Western model of student approaches to learning. Education, 119, 37-47.
Bacchus, K. (2000). A review of the social and economic features of Fiji’s society as they affect education. In Government of Fiji, learning together: Directions for education in the Fiji Islands. Report of the Fiji Islands Education Commission/Panel, pp. 33-47. Suva: Government Printer.
Baxter Magolda, M. B. (1987). The affective dimension of learning: Faculty-student relationships that enhance intellectual development. College Student Journal, 21, 46-58.
Biggs, J. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
Biggs, J., Kember, D. & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R – SPQ – 2F. British Journal of Educational Psychology, 71, 133-149.
Deo, B. & Nabobo, U. (2003, October). Reflections on mixed mode and multimode teaching: USP Case Study. Paper Presented at 16th Biennial ODLAA Forum, Canberra, Australia,
Entwistle, N. J. & Ramsden, P. (1983). Understanding student learning. City Nichols Publishing Company.
Freire, P. (1972). Pedagogy of the oppressed. London: Writers and Readers Co-operatives.
Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing class-room contexts: Student interpretation during the first year of college. Contemporary Educational Psychology, 29, 129-163.
Hofer, B. K. & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relations to learning. Review of Educational Research, 67, 88-140.
Jones, A. & Jones, D. (1996). Student orientation to independent learning. Higher Education Research and Development, 15(2), 83-96.
Justicia, F., Pichardo, M., Cano, F., Berbén, A. B. G., & de la Fuente, J. (In press). The revised two-factor study process questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level. European Journal of Psychology of Education.
Kember, D. (2000). Misconceptions about the learning approaches, motivation and study practices of Asian students. Higher Education, 40, 99-121.
Kember, D., & Gow, L. (1990). Cultural specificity of approaches to study. British Journal of Educational Psychology, 60, 356–363.
Kember, D., & Gow, L. (1991). A challenge to the anecdotal stereotype of the Asian student. Studies in Higher Education, 16, 117–128.
Kember, D. & Leung, D. Y. P. (1998). The dimensionality of approaches to learning: an investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68, 395-407.
Kember, D., Wong, A. & Leung, D. Y. P. (1999). Reconsidering the dimensions of approaches to learning. British Journal of Educational Psychology, 69, 323-343.
Mangubhai, F. (1984). Fiji. In R. M. Thomas & T. N. Postlethwaite (Eds.), Schooling in the Pacific Islands: Colonies in transition. Oxford: Pergamon.
Markus, H. R. & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253.
Marton, F. & Säljö, R. (1976). On qualitative differences in learning – I: Outcome and process. British Journal of Educational Psychology, 46, 4-11.
Mugler, F. & Landbeck, R. (1997). Learning in the South Pacific and phenomenography across cultures. Higher Education Research and Development, 16, 227–239.
Murray-Harvey, R. (1994). Learning styles and approaches to learning: distinguishing between concepts and instruments. British Journal of Educational Psychology, 64, 373-388.
Nabobo-Baba, U. (2006). Knowing and learning: An indigenous Fijian approach. Institute of Pacific Studies, Univesity of South Pacific, Suva.
Newstead, S.E (1992). A study of two ‘quick-and-easy’ methods of assessing individual differences in student learning. British Journal of Educational Psychology, 62, 299-312.
Ninnes, P. (1991). Culture and learning in Western Province, Solomon Islands. Unpublished Master’s Thesis, Flinders University, South Australia.
Phan, H. P. (2007). An examination of reflective thinking, learning approaches, and self-efficacy beliefs at the University of the South Pacific: A path analysis. Educational Psychology, 27, 789-806.
Phan, H. P. (2008). Teaching and learning in the South Pacific: A Vygotskian classroom? In J. Dorovolomo, C. F. Koya, H. P. Phan, J. Veramu, & U. Nabobo-Baba (Eds.), Pacific Education: Issues and perspectives, pp. 68-91. USP, Lautoka Campus: Max Marketing & Publishing Ltd.
Phan, H. P. & Deo, B. (2006 November). Approaches to learning in educational psychology and mathematics: A comparative analysis in the South Pacific region. A refereed article published for the Australian Association for Research in Education, South Australia.
Phan, H. P. & Deo, B. (2007). The revised learning questionnaire: A validation of a Western model of students’ study approaches to the South Pacific context using confirmatory factor analysis. British Journal of Educational Psychology, 77, 719-739.
Phan, H. P. & Deo, B. (2008). ‘Revisiting’ the South Pacific approaches to learning: a confirmatory factor analysis study. Higher Education Research and Development, 27, 371-384.
Richardson, J. T. E (1992). A critical evaluation of a short form of Approaches to Studying Inventory. Psychology Teaching Review, 1, 449-468.
Richardson, J. T. E., Landbeck, R., & Mugler, F. (1995). Approaches to studying in higher education: A comparative study in the South Pacific. Educational Psychology, 15, 417–432.
Salili, F. (1996). Accepting personal responsibility for learning. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences, (pp. 85-106). Hong Kong and Melbourne: CERS & ACER.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
Tavola, H. (1991). Secondary education in Fiji: A key to the future. Suva: Institute of Pacific Studies, The University of the South Pacific.
Tuinamuana, K. (2007). Reconstructing dominant paradigms of teacher education: Possibilities for pedagogical transformation in Fiji. Asia-Pacific Journal of Teacher Education, 35(2), 111-127.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walker, R. A., Pressick-Kilborn, K., Arnold, L. S., & Sainsbury, E. J. (2004). Investigating motivation in context: Developing sociocultural perspectives. European Psychologist, 9, 245-256.
Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership & Management, 20, 161-173.
Watkins, D. & Regmi, M. (1990). An investigation of the approach to learning of Nepalese tertiary students. Higher Education, 20, 459-469.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
Wilson, K. L., Smart, R. M. & Watson, R. J. (1996). Gender difference in approach to learning in first year psychology. British Journal of Educational Psychology, 66, 59-71.
Descargas
Publicado
Número
Sección
Licencia
La revista se publica bajo una licencia Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 4.0
