À raiz do problema do pensamento reflexivo : a aprendizagem experiencial colaborativa de KOLB em estudantes de marketing
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2022
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As intervenções pedagógicas experienciais oferecem a possibilidade de desenvolverem abordagens à
aprendizagem profundas através de oportunidades de experimentação, embora grupos de estudantes sejam menos
permeáveis a este tipo de abordagem. Estas intervenções carecem de caraterísticas importantes a serem
valorizadas por educadores de marketing.
Deste modo, o objetivo do estudo pretendeu identificar os fatores que ajudam a compreender a razão
pela qual alguns educandos, após uma intervenção pedagógica, no âmbito de uma unidade curricular específica,
desenvolvem uma abordagem à aprendizagem profunda e outros superficial, bem como, identificar as estratégias
que melhor se adequam a cada perfil de estudante. Para tal, recorreu-se a uma intervenção pedagógica de natureza
quasi-experimental, com metodologia mista.
Como resultados principais aponta-se para que, perante um mesmo contexto, a resposta dos estudantes
em termos de abordagens à aprendizagem pode ser descrita como: estudantes que reforçam a abordagem profunda
inicial, estudantes que mantém o nível de abordagem profunda inicial e outros que mudam de uma ênfase na
abordagem profunda para uma mais próxima de superficial. O resultado da investigação sugere a inclusão de
atividades pedagógicas e uma didática integradora de diferentes motivações e estratégias iniciais, conducentes a
uma possível adoção de abordagens profundas, uma vez que revelou diferenças estatísticas significativas na
diferença nos scores da abordagem profunda/superficial e o nível experiencial percecionado e a diferença no
score da abordagem profunda/superficial.
Ao se ter identificado três perfis de estudantes com graus diferentes de permeabilização a uma
intervenção pedagógica, sugere-se, assim, estratégias de intervenção distintas e concomitantes que permitam
integrar as motivações e estratégias respetivas dos três grupos conducentes, possivelmente, à adoção de
abordagens descritas como profundas, em detrimento das superficiais.
A relevância/originalidade desta investigação resulta da metodologia mista a qual contribui com
sugestões de atividades pedagógicas, a viva-voz, que permitem uma maior integração de estudantes com perfis distintos.
Experiential pedagogical interventions offer the possibility to develop deep learning approaches through experimentation opportunities, although groups of students are less permeable to this type of approach. These interventions lack important characteristics to be valued by marketing educators. In this way, the objective of the study was to identify the factors that help to understand the reason why some students, after a pedagogical intervention, within the scope of a specific curricular unit, develop an approach to deep learning and others superficial, as well as to identify the strategies that best suit each student profile. To this end, a quasi-experimental pedagogical intervention was used with a mixed methodology. As main results, it is pointed out that, in the same context, the response of students in terms of approaches to learning can be described as: students who reinforce the initial deep approach, students who maintain the initial deep approach level and others who change from one emphasis on the deep approach to one closer to the superficial. The result of the investigation suggests the inclusion of pedagogical activities and an integrative didactic of different motivations and initial strategies, leading to a possible adoption of deep approaches, since it revealed significant statistical differences in the difference in the scores of the deep/superficial approach and the experiential level perceived as well as in the difference deep/superficial approach score. Having identified three profiles of students with different degrees of permeability to a pedagogical intervention, it is suggested, therefore, different, and concomitant intervention strategies that allow the integration of the respective motivations and strategies of the three groups, possibly leading to the adoption of the described approaches as deep, to the detriment of superficial ones. The relevance/originality of this investigation results from the mixed methodology which contributes with suggestions for pedagogical activities, invivo, which allow a greater integration of students with different profiles.
Experiential pedagogical interventions offer the possibility to develop deep learning approaches through experimentation opportunities, although groups of students are less permeable to this type of approach. These interventions lack important characteristics to be valued by marketing educators. In this way, the objective of the study was to identify the factors that help to understand the reason why some students, after a pedagogical intervention, within the scope of a specific curricular unit, develop an approach to deep learning and others superficial, as well as to identify the strategies that best suit each student profile. To this end, a quasi-experimental pedagogical intervention was used with a mixed methodology. As main results, it is pointed out that, in the same context, the response of students in terms of approaches to learning can be described as: students who reinforce the initial deep approach, students who maintain the initial deep approach level and others who change from one emphasis on the deep approach to one closer to the superficial. The result of the investigation suggests the inclusion of pedagogical activities and an integrative didactic of different motivations and initial strategies, leading to a possible adoption of deep approaches, since it revealed significant statistical differences in the difference in the scores of the deep/superficial approach and the experiential level perceived as well as in the difference deep/superficial approach score. Having identified three profiles of students with different degrees of permeability to a pedagogical intervention, it is suggested, therefore, different, and concomitant intervention strategies that allow the integration of the respective motivations and strategies of the three groups, possibly leading to the adoption of the described approaches as deep, to the detriment of superficial ones. The relevance/originality of this investigation results from the mixed methodology which contributes with suggestions for pedagogical activities, invivo, which allow a greater integration of students with different profiles.
Descrição
Orientação: Elsa Estrela
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, APRENDIZAGEM, EDUCAÇÃO ESPECIAL, PENSAMENTO EDUCATIVO, INVESTIGAÇÃO COLABORATIVA, MARKETING, MÉTODOS DE APRENDIZAGEM, ENSINO SUPERIOR, EDUCATION, LEARNING, SPECIAL EDUCATION, EDUCATIONAL THOUGHT, COLLABORATIVE RESEARCH, MARKETING, LEARNING METHODS, HIGHER EDUCATION