Actividades metacognitivas de “exam wrapper” en una clase de métodos de investigación en PsicologíaTres aplicaciones

  1. Dolores Frías Navarro 1
  2. Marcos Pascual Soler 2
  3. Irene Gómez Frías 1
  4. Gemma Pons Salvador 1
  5. Ana D'Ocon Giménez 1
  6. Laura Dolz Serra 1
  7. María C. Fuentes 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 ESIC University
Revista:
ReiDoCrea: Revista electrónica de investigación y docencia creativa

ISSN: 2254-5883

Año de publicación: 2023

Volumen: 12

Páginas: 397-417

Tipo: Artículo

DOI: 10.30827/DIGIBUG.85867 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ReiDoCrea: Revista electrónica de investigación y docencia creativa

Resumen

Estudio de investigación que lleva a cabo una actividad de innovación docente con “exam wrapper”, aplicado en el aula en tres ocasiones. El “exam wrapper” o envoltorio del examen es un listado de actividades metacognitivas diseñado para ayudar al alumnado a reflexionar sobre su ejecución después de un examen o ejercicio concreto y para ayudar a planificar y desarrollar estrategias que mejoren su futuro rendimiento, facilitando la autorregulación de su trabajo. Además, se evalúa con otras preguntas relacionadas con la percepción de la utilidad o ayuda de dicha actividad metacognitiva para mejorar el trabajo académico y el rendimiento en exámenes de evaluación continua y examen final de la materia. La muestra está formada por 25 alumnos y alumnas del Grado de Psicología que reciben los contenidos de una materia relacionados con la metodología de investigación (diseño y análisis de datos). Los resultados señalan cambios en las tres áreas de reflexión del ‘exam wrapper’, destacando la importancia de llevar a cabo más de dos actividades de envoltorio del examen para detectar sus efectos. En la tercera reflexión con ‘exam wrapper’ se observan cambios en la percepción de la preparación del examen, en el tiempo dedicado al estudio y su distribución, se mejoran las actividades para el aprendizaje y progresivamente se percibe que los errores en el examen disminuyen. Además, en ese tercer listado aumenta la percepción de utilidad del ‘exam wrapper’ para mejorar el rendimiento en el examen posterior y dicha percepción se relaciona con las calificaciones de evaluación continua y calificación final.

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Fuente de los datos: Dialnet