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Percepciones de los estudiantes sobre el aprendizaje cognitivo, psicomotor y afectivo en el laboratorio de pregrado
Alexandra Cleaver1, Lauren Crean1, Susan Howitt1
1Research School of Biology, Australian National University, Canberra, Australia.
Resumen
Los estudiantes de pregrado de bioquímica y biología molecular valoran el trabajo de laboratorio práctico, la búsqueda de diversos desafíos y resultados de aprendizaje. Prefieren los experimentos en persona sobre las alternativas en línea para el desarrollo de habilidades prácticas.
Área de la Ciencia:
- Educación en bioquímica y biología molecular
- Formación de laboratorio de pregrado
- Desarrollo de habilidades experimentales
Sus antecedentes:
- La bioquímica y la biología molecular son ciencias experimentales que requieren capacitación práctica.
- El trabajo práctico de pregrado es crucial, pero se enfrenta a limitaciones en la financiación y la calidad.
- La percepción del alumno de la experiencia práctica global es clave para una formación eficaz.
Objetivo del estudio:
- Investigar las percepciones de los estudiantes universitarios sobre su experiencia práctica en el laboratorio.
- Evaluar la confianza de los estudiantes en las habilidades prácticas e identificar los aspectos valorados/desafiantes.
- Para comparar las experiencias de laboratorio en persona con las alternativas en línea.
Principales métodos:
- Encuesta a estudiantes universitarios de segundo año sobre la confianza en las habilidades prácticas.
- Exploración de los valores y desafíos identificados por los estudiantes en el trabajo de laboratorio.
- Entrevistas cualitativas para complementar los datos de las encuestas.
- Análisis de las preferencias de los estudiantes por las experiencias de laboratorio en persona frente a las experiencias en línea.
Principales resultados:
- Los estudiantes informaron de una alta confianza en las habilidades prácticas y reconocieron diversos resultados de aprendizaje en los dominios cognitivo, psicomotor y afectivo.
- Los desafíos en el trabajo de laboratorio variaron entre los estudiantes.
- La mayoría de los estudiantes no consideraban que las experiencias en línea sustituyeran adecuadamente el trabajo práctico presencial.
Conclusiones:
- El andamio de trabajo práctico debe atender a las diversas experiencias de los estudiantes.
- Las estrategias de evaluación deben incorporar el aprendizaje psicomotor y afectivo, no solo los resultados cognitivos de los informes.
- Las experiencias de laboratorio en persona son muy valoradas por los estudiantes para el desarrollo de habilidades.
Palabras clave:
Dominios de aprendizajeTrabajos de laboratoriotrabajo prácticoexperiencia estudiantilMás Videos Relacionados
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