La explicación en clase y su impacto en los aprendizajes de estudiantes universitarios,

BLANCO, M., CATERINA, M., SALERNO, A., REVERDITO, A. Y LORENZO, G.

COMODORO RIVADAVIA, ARGENTINA

Congreso; VII JORNADAS DE ENSEÑANZA UNIVERSITARIA DE LA QUÍMICA,; 2006

AQA

1)    Blanco, M., Caterina, M., Salerno, A., Reverdito, A. y Lorenzo, G., La explicación en clase y su impacto en los aprendizajes de estudiantes universitarios, VII JORNADAS DE ENSEÑANZA UNIVERSITARIA DE LA QUÍMICA, Comodoro Rivadavia, Argentina. 9 al 12 Abril 2006. Lectures in class: impact on learning of university students We present a study about the impact of the teacher´s explanations on learning of his/her students and their possibilities of elaborating answers. The subject investigated was "Nuclear Magnetic Resonance". We made an investigation in context to 213 students of a first university course of Organic Chemistry. We elaborated a pencil-and-paper task, with different complexity level and different requirements. The experimental design 2x4 included the following independent variables: Condition of answering and Type of question (Conceptual declaratory, Conceptual relational, Procedural technique and Procedural strategic). The data were analyzed qualitatively and quantitatively. The responses were classsified like correct (from the chemical point of view), incorrect (incomplete, regular, wrong and it does not answer). Our results demonstrate that teacher participation is irreplaceable to promote student learning. This effect is not only in an increase of correct answers, but besides in the increase of total responses. The teacher explanation affects principally on using of technical language, the respect by conventions of the chemical notations and on procedures for resolving tasks.