El rol de las emociones en el aprendizaje significativo de los estudiantes universitarios
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Fecha
2022
Autores
Cervantes Gil, Zamira Patricia
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La literatura a nivel internacional aborda el tema de emociones, distinguiendo entre
emociones positivas y negativas (Gupta, 2019; Sauter, 2017). Esta distinción entre
emociones positivas y negativas es fundamental en los modelos de emoción.
Curiosamente, los trabajos neurobiológicos sugieren que hay mecanismos
compartidos entre las emociones positivas y negativas. De la misma manera, las
bases neurofisiológicas del aprendizaje, son parte clave en el estudio de las
emociones (Kamiloğlu, 2020).
Por su parte, a nivel nacional, la mayoría de las investigaciones han hecho
revisiones de la literatura donde se menciona la necesidad de conceptualizar el
proceso de aprendizaje, con técnicas y modelos adaptados a las necesidades
individuales y/o grupales de los educandos en el aula, por lo tanto, se incentiva la
exploración emocional estableciendo el autoconocimiento y con ello el desarrollo de
estrategias significativas para enfrentar y resolver problemas de aprendizaje
(Guista, 2013; García, 2012; Festas, 2016).
Objetivo: Comprender el rol de las emociones en el aprendizaje significativo en
estudiantes universitarios y conocer las bases para la construcción de estrategias
de enseñanza centradas en las emociones que contribuyan al aprendizaje
significativo de los estudiantes universitarios.
Materiales y Métodos: Investigación cualitativa con diseño fenomenológico,
sustentado por el paradigma fenomenológico. Se empleó una entrevista
semiestructurada y el instrumento TMMS-24 a 484 estudiantes universitarios. Para
el procedimiento, presentación y organización de la información obtenida se usó el
software Atlas ti y Nvivo.
Resultados: Al inicio de una clase, los estudiantes sienten curiosidad, entusiasmo
y motivación. Se da la apertura emocional para lograr la articulación entre el
conocimiento previo con el nuevo. El desarrollo de una clase es un momento
cognitivo que depende del profesor, quien debe despertar interés y satisfacción. El
cierre de una clase, es un momento evaluativo que depende de las estrategias de
enseñanza.
Conclusiones: Esta investigación pretende ser un referente futuro para los actores
del ente educativo que buscan más que una metodología en el contexto de una
clase para lograr el despliegue y presentación de un nuevo conocimiento. Docentes,
directivos, pedagogos, psicólogos y estudiantes que deseen aprender a articular un
conocimiento previo para generar aprendizajes para la vida: aprendizajes
significativos; deben centrarse en potenciar, generar, desarrollar, identificar,
reconocer y propiciar emociones en cada uno de los momentos de la clase. El
desarrollo de esta competencia emocional posibilita un escenario de resignificación
de la enseñanza, es una estrategia cognitiva/emocional que trasciende la conducta
y la manera tradicional de vivir una clase.
International literature addresses the issue of emotions, distinguishing between positive and negative emotions (Gupta, 2019; Sauter, 2017). This distinction between positive and negative emotions is fundamental in models of emotion. Interestingly, neurobiological work suggests that there are shared mechanisms between positive and negative emotions. In the same way, the neurophysiological bases of learning are a key part in the study of emotions (Kamiloğlu, 2020). On the other hand, at the national level, most of the investigations have made reviews of the literature where the need to conceptualize the learning process is mentioned, with techniques and models adapted to the individual and/or group needs of the students in the classroom. Therefore, emotional exploration is encouraged, establishing self-knowledge and with it the development of significant strategies to face and solve learning problems (Guista, 2013; García, 2012; Festas, 2016). Objective: Understand the role of emotions in meaningful learning in university students and know the bases for the construction of teaching strategies focused on emotions that contribute to meaningful learning in university students. Materials and Methods: Qualitative research with phenomenological design, supported by the phenomenological paradigm. A semi-structured interview and the TMMS-24 instrument were used with 484 university students. For the procedure, presentation and organization of the information obtained, the Atlas ti and Nvivo software was used. Results: At the beginning of a class, students are curious, enthusiastic and motivated. The emotional opening is given to achieve the articulation between the previous knowledge with the new one. The development of a class is a cognitive moment that depends on the teacher, who must arouse interest and satisfaction. The closing of a class is an evaluative moment that depends on the teaching strategies. Conclusions: This research aims to be a future reference for the actors of the educational entity that are looking for more than a methodology in the context of a class to achieve the deployment and presentation of new knowledge. Teachers, managers, pedagogues, psychologists and students who wish to learn to articulate prior knowledge to generate learning for life: significant learning; They must focus on promoting, generating, developing, identifying, recognizing and promoting emotions in each of the moments of the class. The development of this emotional competence enables a scenario of resignification of teaching; it is a cognitive/emotional strategy that transcends behavior and the traditional way of living a class
International literature addresses the issue of emotions, distinguishing between positive and negative emotions (Gupta, 2019; Sauter, 2017). This distinction between positive and negative emotions is fundamental in models of emotion. Interestingly, neurobiological work suggests that there are shared mechanisms between positive and negative emotions. In the same way, the neurophysiological bases of learning are a key part in the study of emotions (Kamiloğlu, 2020). On the other hand, at the national level, most of the investigations have made reviews of the literature where the need to conceptualize the learning process is mentioned, with techniques and models adapted to the individual and/or group needs of the students in the classroom. Therefore, emotional exploration is encouraged, establishing self-knowledge and with it the development of significant strategies to face and solve learning problems (Guista, 2013; García, 2012; Festas, 2016). Objective: Understand the role of emotions in meaningful learning in university students and know the bases for the construction of teaching strategies focused on emotions that contribute to meaningful learning in university students. Materials and Methods: Qualitative research with phenomenological design, supported by the phenomenological paradigm. A semi-structured interview and the TMMS-24 instrument were used with 484 university students. For the procedure, presentation and organization of the information obtained, the Atlas ti and Nvivo software was used. Results: At the beginning of a class, students are curious, enthusiastic and motivated. The emotional opening is given to achieve the articulation between the previous knowledge with the new one. The development of a class is a cognitive moment that depends on the teacher, who must arouse interest and satisfaction. The closing of a class is an evaluative moment that depends on the teaching strategies. Conclusions: This research aims to be a future reference for the actors of the educational entity that are looking for more than a methodology in the context of a class to achieve the deployment and presentation of new knowledge. Teachers, managers, pedagogues, psychologists and students who wish to learn to articulate prior knowledge to generate learning for life: significant learning; They must focus on promoting, generating, developing, identifying, recognizing and promoting emotions in each of the moments of the class. The development of this emotional competence enables a scenario of resignification of teaching; it is a cognitive/emotional strategy that transcends behavior and the traditional way of living a class
Descripción
Palabras clave
Emociones, Aprendizaje significativo, Estrategias de enseñanza, Sentimientos, Emotions, Meaningful learning, Teaching strategies, Feelings
