Interacciones tempranas envestimiento de sí
Abstract
This research was developed with Psychology students at Universidad del Norte in Colombia. Our main aim was to describe intuitive conceptions of learning managed by these students through a series of questions with multiple selection answers with only one valid answer. Each one of them included analogies representing a particular conception of learning (realistic, interpretative or constructive). The size of the sample was 64 students who were randomly chosen from the 10 academic semesters of the Psychology program at Universidad del Norte. Results showed that the general trend among these students is to manage constructive (44,35%) and interpretative (34,87) conceptions of learning. We also found out that students starting their psychology studies do not show any differences in their interpretative conceptions (35,3%) when compared with students from last semesters (34,3%), but there are significant differences in the constructive conceptions of freshmen students (37,8%) and those of seniors (54,5%) and also in their realistic conceptions (26,9% and 11,1% for freshmen and seniors respectively). Learning conceptions were analyzed from four processes: retention, relation, organization and recovery of knowledge. Results suggested changes in the students’ conceptions of these processes.
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