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Greater Diversification of Activities, Greater Integration of Student Profiles

Greater Diversification of Activities, Greater Integration of Student Profiles

Paulo Bogas (Instituto Politécnico de Setúbal, Portugal)
Copyright: © 2023 |Pages: 14
DOI: 10.4018/978-1-6684-6961-3.ch016
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Abstract

Experiential pedagogical interventions offer the possibility to develop deep learning approaches. The objective of the study was to identify the factors that help to understand the reason why some students develop an approach to deep learning and others superficial, as well as to identify the strategies that best suit each student profile. To this end, a quasi-experimental pedagogical intervention was used with a mixed methodology. As main results, the response of students in terms of approaches to learning can be described as students who reinforce the initial deep approach, students who maintain the initial deep approach level, and others who change from one emphasis on the deep approach to one closer to the superficial. The result of the investigation suggests the inclusion of pedagogical activities and an integrative didactic of different motivations and initial strategies, leading to a possible adoption of deep approaches.
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Background

Learning implies the integration of two processes: a process of external interaction between the learner and his social, cultural, or material environment, and an internal psychological process of elaboration and acquisition (Illeris, 2018). However, school activities are concentrated and often aimed only at assimilation (Illeris, 2018). Today, this understanding is insufficient, and generic competences can only be built through a combination of assimilation, accommodation and, eventually, transformative learning processes. Experience alone does not produce learning, requiring the reconstruction or reorganization of the experience that contributes to its meaning, increasing the ability to direct the course of subsequent experience (Austin & Rust, 2015). Therefore, the reflective aspect of experiential learning to create knowledge is emphasized. If this did not happen, these two groups of activities would be so separated that the benefits of reflection and conceptual analysis carried out in a classroom would not be integrated with the actions that promote the change and improvement that students will find in their future professional activity.

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