0 evaluări0% au considerat acest document util (0 voturi)
21 vizualizări16 pagini
Olivos, P., Segovia, A., Honrubia, A., y Gómez, E. (2014). Estilos de Aprendizaje y Prácticas de Formación Profesional en Energías Renovables. En F. Saez, F. Guadamillas, y M. Martín. (Ed.). Experiencias Docentes en Educación Superior. University Vocational Training Network. (pp. 193-208). España: UCLM. Disponible en e-book (Google Play Book).
This activity is part of a teaching collaboration between the Renewable Energy Research Institute of UCLM and two Vocational Training Institutes of Castilla-La Mancha, in the scope of teaching innovation projects of CYTEMA. While three months, was conducted a series of laboratory practices related to various types of renewable energy. Attended by 41 students from IES Juan Bosco from Alcazar de San Juan (Ciudad Real) and IES Cencibel from Villarrobledo (Albacete). They completed a self-administered questionnaire composed of three scales: the learning styles inventory; another scale to measure their level of satisfaction with the activities; and finally a scale to measure students' motivation to transfer their learning to their training experience (Transfer). The main results show that, in general the activities were assessed positively by all participants (M = 8.25, SD = 1.40). Motivation to transfer learning to the training experience significantly correlated with the overall assessment of the activities (r = .580, p <.01). The strongest correlation was with the assessment about the practical utility for their academic activities (r = .751, p <.001). Moreover, was observed significant differences in learning style (F = 3.235 [3, 24], P <.05) between both Assimilator (M = 8.80, SD = .919) and Convergent (M = 7.20, SD = 1.55). The first group of students assessed more positively the presentation of the contents by the staff of the University, than the second group. The results are discussed taking into account the implications of the theory of learning styles and opportunities to improve the design of this type of educational activities.
Titlu original
Estilos de Aprendizaje y prácticas de formación profesional en energias renovables
Olivos, P., Segovia, A., Honrubia, A., y Gómez, E. (2014). Estilos de Aprendizaje y Prácticas de Formación Profesional en Energías Renovables. En F. Saez, F. Guadamillas, y M. Martín. (Ed.). Experiencias Docentes en Educación Superior. University Vocational Training Network. (pp. 193-208). España: UCLM. Disponible en e-book (Google Play Book).
This activity is part of a teaching collaboration between the Renewable Energy Research Institute of UCLM and two Vocational Training Institutes of Castilla-La Mancha, in the scope of teaching innovation projects of CYTEMA. While three months, was conducted a series of laboratory practices related to various types of renewable energy. Attended by 41 students from IES Juan Bosco from Alcazar de San Juan (Ciudad Real) and IES Cencibel from Villarrobledo (Albacete). They completed a self-administered questionnaire composed of three scales: the learning styles inventory; another scale to measure their level of satisfaction with the activities; and finally a scale to measure students' motivation to transfer their learning to their training experience (Transfer). The main results show that, in general the activities were assessed positively by all participants (M = 8.25, SD = 1.40). Motivation to transfer learning to the training experience significantly correlated with the overall assessment of the activities (r = .580, p <.01). The strongest correlation was with the assessment about the practical utility for their academic activities (r = .751, p <.001). Moreover, was observed significant differences in learning style (F = 3.235 [3, 24], P <.05) between both Assimilator (M = 8.80, SD = .919) and Convergent (M = 7.20, SD = 1.55). The first group of students assessed more positively the presentation of the contents by the staff of the University, than the second group. The results are discussed taking into account the implications of the theory of learning styles and opportunities to improve the design of this type of educational activities.
Olivos, P., Segovia, A., Honrubia, A., y Gómez, E. (2014). Estilos de Aprendizaje y Prácticas de Formación Profesional en Energías Renovables. En F. Saez, F. Guadamillas, y M. Martín. (Ed.). Experiencias Docentes en Educación Superior. University Vocational Training Network. (pp. 193-208). España: UCLM. Disponible en e-book (Google Play Book).
This activity is part of a teaching collaboration between the Renewable Energy Research Institute of UCLM and two Vocational Training Institutes of Castilla-La Mancha, in the scope of teaching innovation projects of CYTEMA. While three months, was conducted a series of laboratory practices related to various types of renewable energy. Attended by 41 students from IES Juan Bosco from Alcazar de San Juan (Ciudad Real) and IES Cencibel from Villarrobledo (Albacete). They completed a self-administered questionnaire composed of three scales: the learning styles inventory; another scale to measure their level of satisfaction with the activities; and finally a scale to measure students' motivation to transfer their learning to their training experience (Transfer). The main results show that, in general the activities were assessed positively by all participants (M = 8.25, SD = 1.40). Motivation to transfer learning to the training experience significantly correlated with the overall assessment of the activities (r = .580, p <.01). The strongest correlation was with the assessment about the practical utility for their academic activities (r = .751, p <.001). Moreover, was observed significant differences in learning style (F = 3.235 [3, 24], P <.05) between both Assimilator (M = 8.80, SD = .919) and Convergent (M = 7.20, SD = 1.55). The first group of students assessed more positively the presentation of the contents by the staff of the University, than the second group. The results are discussed taking into account the implications of the theory of learning styles and opportunities to improve the design of this type of educational activities.