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Comparison student learning approach of first year life science students

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Comparison student learning approach of first year life science students

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dc.contributor.author Leiva-Brondo, Miguel es_ES
dc.contributor.author Cebolla Cornejo, Jaime es_ES
dc.contributor.author Peiró Barber, Rosa Mª es_ES
dc.contributor.author Pérez De Castro, Ana María es_ES
dc.date.accessioned 2021-12-21T06:57:06Z
dc.date.available 2021-12-21T06:57:06Z
dc.date.issued 2020-07-07 es_ES
dc.identifier.isbn 978-84-09-17979-4 es_ES
dc.identifier.uri http://hdl.handle.net/10251/178657
dc.description.abstract [EN] Student learning approach is not a fixed characteristic of the student and normally varies between subjects. Differences had been reported depending on age, gender, level of studies, cultural and other factors. Several types of approaches can be identified, but deep and surface are the most common approaches studied. Deep approach is characterized by more reflection and comprehension and intrinsic responsibility of the students in their own learning, while surface approach is more related to a lack of reflection, a minimum effort and the learning focused on the mark. Determination of the learning approach is a key factor to choose the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and helping to maximize their learning process. Several methods have been developed to measure the student approach to learning, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of first year of the Biotechnology degree of two different courses were assessed with the R-SPQ-2F questionnaire for their student approach to learning. The reliability of the questionnaire was validated for the main scales of the questionnaire, and no differences were recorded according to gender or course. On the contrary, differences appeared related to the language used as a medium of instruction (English or Spanish). Comparisons with other studies are made and factors affecting these results are discussed. Recommendations are given to encourage deep approach of the students to foster learning and engagement of the students in training. es_ES
dc.description.sponsorship The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain). es_ES
dc.language Inglés es_ES
dc.publisher IATED Academy es_ES
dc.relation.ispartof EDULEARN20 Proceedings es_ES
dc.rights Reserva de todos los derechos es_ES
dc.subject Student approach to learning es_ES
dc.subject Deep and surface approach es_ES
dc.subject Assessment es_ES
dc.subject Learning styles es_ES
dc.subject.classification GENETICA es_ES
dc.title Comparison student learning approach of first year life science students es_ES
dc.type Comunicación en congreso es_ES
dc.type Capítulo de libro es_ES
dc.identifier.doi 10.21125/edulearn.2020.0638 es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Biotecnología - Departament de Biotecnologia es_ES
dc.description.bibliographicCitation Leiva-Brondo, M.; Cebolla Cornejo, J.; Peiró Barber, RM.; Pérez De Castro, AM. (2020). Comparison student learning approach of first year life science students. IATED Academy. 2019-2026. https://doi.org/10.21125/edulearn.2020.0638 es_ES
dc.description.accrualMethod S es_ES
dc.relation.conferencename 12th International Conference on Education and New Learning Technologies (EDULEARN 2020) es_ES
dc.relation.conferencedate Julio 06-07,2020 es_ES
dc.relation.conferenceplace Online es_ES
dc.relation.publisherversion https://doi.org/10.21125/edulearn.2020.0638 es_ES
dc.description.upvformatpinicio 2019 es_ES
dc.description.upvformatpfin 2026 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela S\415792 es_ES
dc.contributor.funder Universitat Politècnica de València es_ES


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