14) Approach to Learning in the University Reference to Learning to Learn Escanero

ESCANERO, J.F.; SORIA, M.S.; GUERRA, M.; GARGIULO, P.A.

Psychiatry and Neurosciences. From Episthemology to Clinical Psychiatry. Volume IV. Gargiulo, P.A. and Mesones, H.L. (Editors).

Springer-Nature Switzerland AG

Lugar: Cham ; Año: 2021; p. 475 - 486

14) Approach to Learning in the University: Reference to Learning to Learn Escanero, Jesús Fernando; Soria, María Soledad; Guerra, Manuel; Gargiulo, Pascual Ángel. In: Gargiulo, Pascual Ángel; Mesones Arroyo, Humberto Luis (Editors). Psychiatry and Neuroscience Update. From Epistemology to Clinical Psychiatry. Vol. IV. Chapter 34. Pp. 475-486. ISBN 978-3-030-61720-2 ISBN 978-3-030-61721-9 (eBook). https://doi.org/10.1007/978-3-030-61721-9 © Springer Nature Switzerland AG 2021.- Our group presents, integrated with Prof. Dr. Jesús Escanero Marcén, María Soledd Soria, Manuel Guerra, and Pascual Ángel Gargiulo, in Chap. 34, a review regarding approaches to learning at university, with special reference to learning to learn. According to the Bologna reform, which points out that teaching must be student-centered learning, we study here the competence of ?learning to learn.? Metacognition is the central topic in this chapter. It begins remembering the contributions of our group in ?learning to learn,? working with learning styles, and the creation of a new questionnaire (CESEA, acronym in Spanish of the Questionnaire of Escanero and Soria) for exploration. The final purpose is to facilitate efficient learning for students. We mention also here contributions of our group. We worked with questionnaires exploring metacognitive and cognitive strategies. The intention was to provide students with the best means for meaningful learning. Additionally, we recommend some methodologies to teachers. The self-perception approach in students is also considered. Another goal here is improvement in teaching.AbstractAmong other recommendations, the Bologna reform points out that teaching must be student-centered/learning, and among the cross-cutting competencies the EU's key competence ?learning to learn? is recommended. Our group approached the topic together, beginning to work with the learners, with the aim of providing them with the best conditions for learning. This chapter begins by pointing out the contributions of the group in ?learning to learn? by working with learning styles, among which the creation of a new questionnaire (CESEA) for exploration is mentioned. The final idea is that, working with these tools, students will be able to perform efficient learning in any context. Secondly, the contributions of the group are mentioned, working with questionnaires that explore metacognitive and cognitive strategies with a double purpose: to provide students with the best means for meaningful learning and to recommend some methodologies to teachers. Finally, we practice the self-perception approach that students have about their ability of ?learning to learn? with a tool based on self-learning from which some results are provided, being the questions dedicated to time management the ones with the lowest score. It concludes as in the previous sections with the actions for improvement. Keywords: Competencies, metacognition, metalearning, metacompetencies, learning to learn, learning styles, learning strategies, self-regulation learning.