About this paper

Appears in:
Pages: 542-548
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1111

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

FIRST YEAR LIFE SCIENCE STUDENTS DEEP LEARNING APPROACH: A PRELIMINARY REPORT

M. Leiva-Brondo, J. Cebolla-Cornejo, R. Peiró, A.M. Pérez-de-Castro

Universitat Politècnica de València (SPAIN)
Biotechnology degree is one of the most demanding university studies in Spain. Students’ admission marks to be registered are one of the highest marks in Spanish University System. Learning style of these students is mainly active, sensorial, visual and sequential according to Felder y Silverman index. However, the learning approach used by these students remains uncertain. Is their academic high performance in the previous pre-university courses focused on the mark achievement or is it focused on learning? Approaches to learning can be classified in deep or surface. In deep learning approach the student is characterised by a motivation driven by an intrinsic interest and employs a strategy to construct long-term understanding. On the contrary, the surface learning implies that the student uses the fear of failure as motivation and acceptance of information and memorization. Student approach of learning is not a stable trait and can change depending on student’s factors, teaching context and learning focused activities. In this paper, the approach to learning of students of a first-year subject of a bachelor Biotechnology degree is studied. The revised two-factor Study Process Questionnaire developed by John Biggs was used to determine the student approach of learning at the beginning of the subject. This questionnaire can be used as a tool to choose the most appropriate activities to develop during the subject. Also, it can be used to examining the relationship of approaches to learning with other curriculum variables like admission marks. The results are used to give recommendations for the most suitable activities to develop during the course to maximize deep learning approach.
@InProceedings{LEIVABRONDO2018FIR,
author = {Leiva-Brondo, M. and Cebolla-Cornejo, J. and Peir{\'{o}}, R. and P{\'{e}}rez-de-Castro, A.M.},
title = {FIRST YEAR LIFE SCIENCE STUDENTS DEEP LEARNING APPROACH: A PRELIMINARY REPORT},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1111},
url = {http://dx.doi.org/10.21125/iceri.2018.1111},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {542-548}}
TY - CONF
AU - M. Leiva-Brondo AU - J. Cebolla-Cornejo AU - R. Peiró AU - A.M. Pérez-de-Castro
TI - FIRST YEAR LIFE SCIENCE STUDENTS DEEP LEARNING APPROACH: A PRELIMINARY REPORT
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1111
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 542
EP - 548
ER -
M. Leiva-Brondo, J. Cebolla-Cornejo, R. Peiró, A.M. Pérez-de-Castro (2018) FIRST YEAR LIFE SCIENCE STUDENTS DEEP LEARNING APPROACH: A PRELIMINARY REPORT, ICERI2018 Proceedings, pp. 542-548.
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