¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje
Agencias de apoyo
- Esta investigación se llevó a cabo con becas concedidas desde el Ministerio de Educación -España- (Ref. SEJ2005-00994) y la Alianza 4 Universidades al investigador Ernesto Panadero.
Resumen
El uso de las estrategias de aprendizaje explica de forma crucial los resultados académicos de los alumnos. Un buen uso de estas estrategias permite un aprendizaje profundo y transferible. Los modelos de autorregulación se basan en teorías holísticas y comprehensivas sobre las estrategias de aprendizaje. En este trabajo se analiza el modelo de Zimmerman (2003; Zimmerman y Moylan, 2009), detallando los diferentes procesos recogidos en el modelo con ejemplos para ayudar a su visualización. El modelo de Zimmerman es uno de los más extendidos en la literatura científica en el campo siendo ampliamente reconocido por los especialistas en el campo. El trabajo de Zimmerman parte una base socio-cognitiva, con especial cobertura de las influencias mutuas entre motivación y autorregulación. En este trabajo también se añaden críticas al modelo para ampliar el enfoque y cobertura del mismo. Principalmente se añaden ideas de los modelos propuestas por Boekaerts (1999), Kuhl (1994) y Winne (Winne y Hadwin, 1998).
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