Concepcoes de aprendizagem em estudantes do ensino superior: Reanalise do COLI (Inventario de Concepcoes de Aprendizagem)

Maria Elisa Chaleta

Resumo


Neste estudo, realizado com 1.014 estudantes do ensino superior portugues, procurou-se reanalisar o Conceptions of Learning Inventory (COLI), instrumento que avalia as concepcoes dos estudantes sobre o que e aprender. Recorrendo à metodologia identica à do estudo de adaptação para a população portuguesa os resultados indicaram uma estrutura diferente da encontrada no estudo original uma vez que nao se identificaram as concepcoes de aprender como dever nem como processo nao limitado pelo tempo ou contexto. A concepcao de aprendizagem, memorizar, usar e compreender originou dois factores que passam a ser designados como recordar informação e compreender e usar e aplicar a informação. A analise tendo em conta as variaveis (instituicao, area cientifica, ano de frequencia e genero) mostra-nos que existem diferencas estatisticamente significativas quando consideradas as instituicoes, a area cientifica dos cursos e o genero mas nao quando se considera o ano de frequencia, o que vai de encontro a alguns estudos que consideraram que as concepcoes de aprendizagem nao tem necessariamente uma hierarquia desenvolvimental.


Palavras-chave


Concepcoes de aprendizagem; COLI; Ensino Superior

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DOI: http://dx.doi.org/10.1590/s0104-40362018002601302

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