¿Cómo se relacionan las interacciones en el aula y el aprendizaje? Un análisis desde la mirada de los estudiantes
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Pese a que la evidencia muestra que las interacciones en el aula son relevantes para el aprendizaje, existe poca literatura en el contexto nacional que analice sus causas desde la perspectiva de los estudiantes. Esta investigación busca contribuir a este vacío a partir de un estudio realizado en escuelas de Chile, en 356 estudiantes y un diseño cuantitativo utilizando regresiones logísticas. Los resultados muestran que la creencia en la importancia de la participación en clases para aprender y la sensación de comodidad al hacer preguntas aumentan la probabilidad de participar frecuentemente en el aula. A su vez, la participación frecuente en clases se relaciona positivamente con una mejor percepción del rendimiento escolar. Además, las estudiantes mujeres presentan una menor probabilidad de participar en el aula que los hombres. Los datos dan cuenta de una estrecha relación entre creencias y prácticas en el proceso pedagógico.
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Fondo Nacional de Desarrollo Científico, Tecnológico y de Innovación Tecnológica
Números de la subvención 1220685
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