Creencias epistemológicas y rendimiento académico en distintos dominios de la ciencia
Fecha
2014-07-04
Autores
Montero Carrazana, Tamara
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Editor
Universidad Central "Marta Abreu" de las Villas
Resumen
La investigación tuvo como objetivo determinar las relaciones que se establecen entre las creencias epistemológicas sobre el Español, la Matemática y la Física como dominios de la ciencia y los niveles de rendimiento académico en estas asignaturas de los alumnos de la Secundaria Básica José Esteban Tartabull, del municipio de Cumanayagua. Estuvo sustentada en una metodología cuantitativa a partir de un diseño no experimental de tipo transeccional, con un alcance descriptivo-correlacional. La muestra seleccionada fue no probabilística conformada por 30 estudiantes pertenecientes a los grupos 7mo5, 8vo6 y 9no1 de la secundaria.
Se utilizaron como instrumentos para la recogida de información las entrevistas estructuradas y grupales a los estudiantes de la muestra, apoyadas en ejercicios de contenido y entrevistas semiestructuradas a profesores y especialistas del MINED del territorio, así como la revisión de documentos oficiales. Para el análisis de los datos se aplicó la estadística descriptiva y pruebas no paramétricas, los datos se procesaron mediante el paquete estadístico SPSS versión 17.0 y la hoja de cálculo Excel.
Los resultados obtenidos mostraron que el sistema de creencias sobre el conocimiento y el aprendizaje en los dominios de Español, Física y Matemática evidencian un desarrollo asincrónico en sus dimensiones. Además se encontraron diferencias en las características de las creencias según los dominios académicos de la ciencia evaluados. También se producen correlaciones entre las subdimensiones de creencias en las disciplinas estudiadas; así como entre los niveles de rendimiento alcanzados en las asignaturas objeto de estudio y las creencias que le corresponden al mismo.
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The investigation had as objective to determine the relationship that are established among the epistemological beliefs about the Spanish, Physics, Mathematics with dominions of science and the levels of academic performance in this subjects studied of the students of the Secondary School José Esteban Tartabull, of the municipality of Cumanayagua. It was supported by quantitative methodology with a non-experimental design of a trans-sectional type, with descriptive-co relational reach. The sample population selected was non probabilistic made up of 30 students pertaining to the following groups 7th5, 8th6, and 9th1 of the secondary school. As instruments for the recollection of data the following were used: structured and group interviews to the students of the sample, supported by e to the students of the sample, supported by content exercises and semi structured interviews to professors and specialists from the Ministry of Education of the territory, as well as the revision of official documents. For the analysis of the data, descriptive statistics and non-parametrical tests were applied; the data was processed using the statistical package for social sciences SPSS version 17.0 and Excel. The results obtained show that the system of beliefs about the knowledge and learning in the domains of Spanish, Physics and Mathematics show evidence of asynchrony in its dimensions. Moreover, the differences in the characteristics of the beliefs are shown according the academic domains of the science evaluated. Also correlations were made among the sub dimensions in disciplines studied; as well as between the performance levels obtained in the subjects, object of the investigation and the beliefs to which they correspond.
The investigation had as objective to determine the relationship that are established among the epistemological beliefs about the Spanish, Physics, Mathematics with dominions of science and the levels of academic performance in this subjects studied of the students of the Secondary School José Esteban Tartabull, of the municipality of Cumanayagua. It was supported by quantitative methodology with a non-experimental design of a trans-sectional type, with descriptive-co relational reach. The sample population selected was non probabilistic made up of 30 students pertaining to the following groups 7th5, 8th6, and 9th1 of the secondary school. As instruments for the recollection of data the following were used: structured and group interviews to the students of the sample, supported by e to the students of the sample, supported by content exercises and semi structured interviews to professors and specialists from the Ministry of Education of the territory, as well as the revision of official documents. For the analysis of the data, descriptive statistics and non-parametrical tests were applied; the data was processed using the statistical package for social sciences SPSS version 17.0 and Excel. The results obtained show that the system of beliefs about the knowledge and learning in the domains of Spanish, Physics and Mathematics show evidence of asynchrony in its dimensions. Moreover, the differences in the characteristics of the beliefs are shown according the academic domains of the science evaluated. Also correlations were made among the sub dimensions in disciplines studied; as well as between the performance levels obtained in the subjects, object of the investigation and the beliefs to which they correspond.
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Palabras clave
Teoría del Conocimiento, Español, Física, Matemática, Rendimiento Académico, Enseñanza Secundaria, Theory of knowledge, Secondary Education, Academic Performance, Spanish, Mathematics, Physics