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La práctica de recuperación mejora el aprendizaje en entornos reales de la escuela primaria, ya sea distribuido o no

Laura Franzoi1, Veronica Cembrani1, Claudio Mulatti1

  • 1Department of Psychology and Cognitive Science, University of Trento, Trento, Italy.

Frontiers in psychology
|August 27, 2025
PubMed
Resumen

La práctica de recuperación con retroalimentación mejoró significativamente el aprendizaje de los textos de historia de los estudiantes de quinto grado. Sin embargo, el ajuste del intervalo de espaciamiento no afectó el rendimiento, lo que indica la necesidad de nuevos métodos de práctica distribuida en las escuelas.

Palabras clave:
Estrategias basadas en la evidenciaAprendizaje en contextos ecológicosestrategias de aprendizaje para la escuela primariaPráctica de recuperaciónespaciadopruebascomprensión del texto

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Área de la Ciencia:

  • Psicología cognitiva
  • Psicología educativa
  • Ciencias del aprendizaje

Sus antecedentes:

  • Es crucial cerrar la brecha entre las estrategias de aprendizaje de laboratorio y la aplicación en el aula del mundo real.
  • La práctica de recuperación y la práctica distribuida son técnicas de aprendizaje basadas en la evidencia con beneficios comprobados.

Objetivo del estudio:

  • Investigar la eficacia de la combinación de la práctica de recuperación con la retroalimentación y la práctica distribuida en las escuelas primarias.
  • Evaluar el impacto de estas estrategias en la comprensión y la retención a largo plazo de los estudiantes de textos históricos complejos.

Principales métodos:

  • Se ha implementado un procedimiento de ensayo con una retroalimentación de exactitud del 100% para la práctica de recuperación.
  • Utilizó un procedimiento de espaciado para alargar los intervalos entre las sesiones de estudio para la práctica distribuida.
  • Evaluación de los resultados de aprendizaje en estudiantes de quinto grado utilizando textos de historia.

Principales resultados:

  • La práctica de recuperación con retroalimentación de precisión mejoró significativamente el aprendizaje de los estudiantes de quinto grado en comparación con la simple relectura.
  • La manipulación del intervalo de espaciamiento en la práctica distribuida no produjo un efecto significativo en el rendimiento del estudiante.
  • Los hallazgos se alinean con la literatura existente que apoya los beneficios de la práctica de recuperación.

Conclusiones:

  • La práctica de la recuperación es una estrategia muy eficaz para mejorar la comprensión del texto y la retención a largo plazo en la educación primaria.
  • Se necesita más investigación para identificar métodos sostenibles y efectivos para implementar la práctica distribuida en las escuelas.
  • Las prácticas educativas deben incorporar estrategias basadas en la evidencia para optimizar los resultados de aprendizaje de los estudiantes.