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Comentario sobre "La práctica de recuperación produce más aprendizaje que el estudio elaborado con mapeo de
Joel J Mintzes1, Alberto Canas, John Coffey
1Department of Biological Sciences, College of Natural Sciences, California State University, Chico, CA 95929, USA. jmintzes@csuchico.edu
Science (New York, N.Y.)
|October 29, 2011
Resumen
La práctica de recuperación puede no ser superior al estudio elaborativo para el aprendizaje de ciencias complejas. Este estudio cuestiona los hallazgos anteriores, sugiriendo interpretaciones alternativas de las estrategias de aprendizaje.
Área de la Ciencia:
- Psicología Cognitiva Psicología cognitiva.
- Psicología educativa Psicología educativa.
- Ciencia Educación Ciencia Educación Educación.
Sus antecedentes:
- La práctica de recuperación a menudo se cita como una estrategia de aprendizaje superior en comparación con el estudio elaborado.
- Karpicke y Blunt (2011) informaron que la práctica de recuperación mejoraba el aprendizaje más que el mapeo de conceptos para conceptos científicos complejos.
- Este hallazgo tiene implicaciones significativas para el diseño instruccional en la educación científica.
Objetivo del estudio:
- Evaluar críticamente los fundamentos metodológicos y epistemológicos de los hallazgos de Karpicke y Blunt (2011).
- Investigar la generalizabilidad y la robustez de la supuesta superioridad de la práctica de recuperación.
- Ofrecer interpretaciones alternativas de los resultados del aprendizaje en la educación científica compleja.
Principales métodos:
- Crítica metodológica del diseño y ejecución del estudio original.
- Análisis epistemológico de los supuestos subyacentes a la interpretación de los resultados.
- Análisis comparativo de los resultados del aprendizaje bajo diferentes condiciones de estudio.
Principales resultados:
- La superioridad reportada de la práctica de recuperación puede depender de condiciones experimentales específicas.
- Se proponen explicaciones alternativas para las ganancias de aprendizaje observadas.
- La efectividad del mapeo de conceptos como una estrategia de elaboración justifica una mayor investigación.
Conclusiones:
- La conclusión de que la práctica de recuperación es universalmente superior para el aprendizaje de ciencias complejas requiere un nuevo examen.
- El rigor metodológico y la claridad epistemológica son cruciales para avanzar en nuestra comprensión de las estrategias de aprendizaje.
- Se necesita más investigación para aclarar completamente la efectividad comparativa de diferentes técnicas de aprendizaje en la educación científica.
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