What makes learning easier and more difficult? The perspective of teenagers
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.14/33092 |
Resumo: | This qualitative study aimed to understand the perceptions of adolescent students about what facilitates and hinders their learning. The knowledge of students' perceptions about their learning allows to improve the quality of the learning processes quality. Five focus groups were conducted, with a semi-structured script, in five different private schools from the North of Portugal, having participated in 32 students randomly selected. Participants were students from 7th, 8th and 9th grades, with ages between 12 and 15 years old. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers in students' learning; the importance of students action versus passivity in the classroom; the relevance of emotional and relational dimension to enhance students' engagement, and the relevance of learning self-regulation strategies. As for implications, it is suggested that actions be carried out with teachers and students based on the data collected and analyzed, in order to promote metacognition of both. |
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What makes learning easier and more difficult? The perspective of teenagersO que facilita e dificulta a aprendizagem? A perspetiva de adolescentesSchool learningTeachingAdolescenceAprendizagem escolarEnsinoAdolescênciaThis qualitative study aimed to understand the perceptions of adolescent students about what facilitates and hinders their learning. The knowledge of students' perceptions about their learning allows to improve the quality of the learning processes quality. Five focus groups were conducted, with a semi-structured script, in five different private schools from the North of Portugal, having participated in 32 students randomly selected. Participants were students from 7th, 8th and 9th grades, with ages between 12 and 15 years old. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers in students' learning; the importance of students action versus passivity in the classroom; the relevance of emotional and relational dimension to enhance students' engagement, and the relevance of learning self-regulation strategies. As for implications, it is suggested that actions be carried out with teachers and students based on the data collected and analyzed, in order to promote metacognition of both.Este estudo qualitativo teve como objetivo analisar as perceções de alunos adolescentes acerca dos aspetos que facilitam e dificultam a sua aprendizagem. O conhecimento das perceções dos alunos sobre a sua aprendizagem permite melhorar a qualidade dos processos de ensino-aprendizagem. A partir de um guião semiestruturado, foram realizados cinco grupos focais, em cinco escolas privadas do Norte de Portugal, tendo participado 32 alunos selecionados aleatoriamente. Os participantes eram alunos do 3º ciclo do Ensino Básico (7º, 8º e 9º anos), com idades compreendidas entre os 12 e os 15 anos. A análise dos dados seguiu um processo semi-indutivo de codificação descritiva. Os resultados realçam o papel fundamental do professor na aprendizagem; a importância da ação vs passividade dos alunos na sala de aula; a relevância da dimensão emocional e relacional para o envolvimento do aluno; e a relevância das estratégias de autorregulação da aprendizagem. Como implicações sugere-se a concretização de ações junto de professores e alunos assente nos dados recolhidos e analisados, que sejam promotoras da metacognição de ambos.Veritati - Repositório Institucional da Universidade Católica PortuguesaCunha, Rosário SerrãoRibeiro, Luísa MotaSequeira, CristianaBarros, Rita de AlmeidaCabral, LeonorDias, Teresa Silva2021-05-13T14:18:06Z20202020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfapplication/pdfhttp://hdl.handle.net/10400.14/33092eng1413-737210.4025/psicolestud.v25i0.4641485086926547info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-05T01:37:24Zoai:repositorio.ucp.pt:10400.14/33092Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:26:44.872147Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
What makes learning easier and more difficult? The perspective of teenagers O que facilita e dificulta a aprendizagem? A perspetiva de adolescentes |
title |
What makes learning easier and more difficult? The perspective of teenagers |
spellingShingle |
What makes learning easier and more difficult? The perspective of teenagers Cunha, Rosário Serrão School learning Teaching Adolescence Aprendizagem escolar Ensino Adolescência |
title_short |
What makes learning easier and more difficult? The perspective of teenagers |
title_full |
What makes learning easier and more difficult? The perspective of teenagers |
title_fullStr |
What makes learning easier and more difficult? The perspective of teenagers |
title_full_unstemmed |
What makes learning easier and more difficult? The perspective of teenagers |
title_sort |
What makes learning easier and more difficult? The perspective of teenagers |
author |
Cunha, Rosário Serrão |
author_facet |
Cunha, Rosário Serrão Ribeiro, Luísa Mota Sequeira, Cristiana Barros, Rita de Almeida Cabral, Leonor Dias, Teresa Silva |
author_role |
author |
author2 |
Ribeiro, Luísa Mota Sequeira, Cristiana Barros, Rita de Almeida Cabral, Leonor Dias, Teresa Silva |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Veritati - Repositório Institucional da Universidade Católica Portuguesa |
dc.contributor.author.fl_str_mv |
Cunha, Rosário Serrão Ribeiro, Luísa Mota Sequeira, Cristiana Barros, Rita de Almeida Cabral, Leonor Dias, Teresa Silva |
dc.subject.por.fl_str_mv |
School learning Teaching Adolescence Aprendizagem escolar Ensino Adolescência |
topic |
School learning Teaching Adolescence Aprendizagem escolar Ensino Adolescência |
description |
This qualitative study aimed to understand the perceptions of adolescent students about what facilitates and hinders their learning. The knowledge of students' perceptions about their learning allows to improve the quality of the learning processes quality. Five focus groups were conducted, with a semi-structured script, in five different private schools from the North of Portugal, having participated in 32 students randomly selected. Participants were students from 7th, 8th and 9th grades, with ages between 12 and 15 years old. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers in students' learning; the importance of students action versus passivity in the classroom; the relevance of emotional and relational dimension to enhance students' engagement, and the relevance of learning self-regulation strategies. As for implications, it is suggested that actions be carried out with teachers and students based on the data collected and analyzed, in order to promote metacognition of both. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020 2020-01-01T00:00:00Z 2021-05-13T14:18:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.14/33092 |
url |
http://hdl.handle.net/10400.14/33092 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1413-7372 10.4025/psicolestud.v25i0.46414 85086926547 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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