Introduction : En tenant compte des particularités de l'apprentissage en milieu clinique, l'évolution des connaissances scientifiques, les besoins des étudiants 21e siècle et les attentes de la société, l'autonomisation de l'apprentissage devient une nécessité. Les objectifs sont de comparer les résultats quantitatifs des items et des scores globaux de « Motivated Strategies for Learning Questionnaire » (MSLQ) en suivant l'approche systémique expérimentée, en comparaison aux résultats de l'approche par objectif conventionnelle et de confronter les résultats quantitatifs aux résultats qualitatifs afin de déterminer laquelle des deux approches est susceptible d'agir positivement sur l'autonomisation de l'apprentissage. Type et devis d'étude : nous avons opté pour l'approche mixte (qualitative quantitative) et un devis séquentiel explicatif. Nous commençons par la collecte et l'analyse des données quantitatives pour enchaîner après l'intervention pédagogique avec la collecte et l'analyse des données qualitatives. Population de l'étude : la recherche a ciblé tous les étudiants des troisièmes années d'études en sciences de la santé inscrits à l'école supérieure des sciences et techniques de la santé de Tunis, durant l'année universitaire 2017. L'échantillon a concerné huit filières : Anesthésie et réanimation, Hygiène, Bloc opératoire, Nutrition humaine, Orthophonie, Obstétrique, Pédiatrie et imagerie médicale. Un nombre de 172 étudiants a participé à la première collecte des données (pré-test), 162 étudiants à la deuxième collecte des données (posttest) et 12 étudiants pour le « Focus group ». Intervention pédagogique : l'approche systématique (AS), inscrite dans le courant sociocognitif a été expérimentée. Elle est fondée sur les principes de l'approche par compétence avec quelques particularités. Elle impose de nouvelles pratiques pédagogiques différentes de l'approche conventionnelle. Outils de collecte des données : pour les données quantitatives, le questionnaire MSLQ dans sa version traduite et validée selon Vallerand (89) a été utilisé avant (pré-test) et après l'intervention pédagogique (post-test). Pour les données qualitatives, nous avons opté pour la méthode de l'entretien par « Focus group ». Méthodes d'analyse des données : pour les données quantitatives, nous avons eu le recours au logiciel « Statistical Package for the Social Sciences », version 20. 0, quant aux données qualitatives nous avons procédé à une analyse thématique. Résultats : l'étude montre une prédominance féminine, la moyenne d'âge est de 21,2. Pour les résultats de MSLQ, à l'exception de l'échelle de « l'anxiété aux tests » tous les résultats de la section motivation ont enregistré une amélioration en post-test. Le score moyen global de la motivation est nettement meilleur avec l'AS. Ce score a été de l'ordre de 3,93 en suivant l'APO pour atteindre un score de 4,94 en suivant l'AS. Les résultats des focus groups ont confirmé les résultats statistiques avec émergence des sous thèmes comme : l'engagement, la régulation identifiée le sentiment d'amélioration des performances et des résultats. Pour les stratégies d'apprentissage, à l'exception de l'échelle de la gestion du temps et de l'environnement, les résultats ont enregistré une augmentation de tous les items et les scores moyens en post-test. Les étudiants ont argumenté et confirmés les résultats quantitatifs par un approfondissement de la réflexion dans l'action et sur l'action, du raisonnement clinique, de la mobilisation des connaissances et la reconnaissance de l'expertise d'autrui. Le score global des stratégies d'apprentissage a été de l'ordre de 4,11 en pré-test pour aboutir à un score de 4,56 en post-test. Le score global de MSLQ a enregistré une amélioration favorable pour l'AS. Il a été de 4,02 en suivant l'APO pour évoluer à 4,75 en adoptant l'AS [etc...] / Introduction: taking into account the particularities of learning in clinical environment, the evolution of scientific knowledge, the needs of 21st century students, the expectations of society, the empowerment of learning becomes a necessity. Goals: Mainly: to compare the quantitative results of the items and the overall scores of Motivated Strategies for Learning Questionnaire (MSLQ) by following the systemic approach tested, to the results of the conventional objective approach. Type and study quote: we opted in our study for the mixed approach (quantitative qualitative) and an explanatory sequential estimate. We start with the collection and analysis of quantitative data to follow up after the educational intervention with the collection and analysis of qualitative data. Population of the study: A number of 172 students participated in the first data collection (pretest), 162 students at the second data collection (post-test) and 12 students for the « Focus group ». Pedagogical intervention: the systematic approach (AS), inscribed in the socio-cognitive current, has been experimented. It is based on the principles of the competency-based approach. This approach imposes new pedagogical practices different from the conventional approach. Data collection tools: for the quantitative data collection tool, the MSLQ questionnaire, translated and validated according to Vallerand (89), was used for the collection of data before (pre-test) and after the pedagogical intervention (post-test). For the collection of qualitative data, the focus group interview method was conducted using a semi-structured interview guide. Data analysis methods: for the quantitative data, we used the software "Statistical Package for the Social Sciences", version 20.0, for the qualitative data we carried out a thematic analysis. Results: our study showed a female predominance, the average age is 21.2 standard deviations of 0.7. For the results of MSLQ except for the "test anxiety" scale, all results from the motivation section showed an improvement in the post-test. The overall mean score of the motivation is much better with AS. This score was of the order of 3.93 following the APO to reach a score of 4.94 following the AS. The students' comments confirmed the statistical results with the emergence of the sub-themes as: commitment, regulation identified the feeling of improvement of performances and results. For learning strategies, with the exception of the time and environmental management scale, the results showed an increase in all items and mean post-test scores. The sayings students have argued and confirmed the quantitative results through a judicious deepening especially reflection in action and action, clinical reasoning, mobilization of knowledge and recognition of the expertise of others. The overall score of the learning strategies was of the order of 4.11 in pre test to reach a score of 4.56 in post-test. MSLQ's overall score showed a favorable improvement for AS. It was 4.02 following the APO to evolve to 4.75 by adopting AS. Finally, the students' comments show that the current conventional APO, applied in the context of the CMA, poses pedagogical constraints to take charge of its own learning. Conclusion: The experienced systemic Learning model in the competency-based approach is likely to have a positive impact on both the Motivational Profile and Learning Strategies and on the empowerment of Learning

There is considerable variation among individuals in the ability to learn a second language. Learning strategy research and learning style research, as two main areas of individual difference research, seek to help learners to �learn how to learn�, and ultimately become autonomous and independent learners. Learning strategy theory postulates that successful learning strategies can be used to good effect by less effective learners, and that teachers can promote good learning strategy usage through classroom instruction. At the same time, for there to be effective instruction to second language learners as to the most efficient learning strategy usage, there must be a research effort that looks not just at the strategies per se, but also gives attention to the cultural background of the students themselves. However, there has been little research into the ways in which low-achieving ESL learners can develop effective learning strategies in a non-western context. The historical, political, social and economic aspects of Taiwan make this small island a fascinating place for researchers interested in exploring how English is taught and learned in a relatively monolingual society (in the sense that Chinese Mandarin is the only official language and is predominately used all over Taiwan). Therefore, this study explores the ESL learning strategies and learning styles of 462 adult learners in Taiwan, making use of Oxford�s Strategy Inventory for Language Learning and Kolb�s Learning Style Inventory. Similarities and differences between the learning strategy usage of the high-achieving and low achieving groups are also investigated. The results show that there was no statistically significant relationship between the learner�s English proficiency level and their individual learning style. In sharp contrast, it was discovered that there was a highly significant relationship between the learner�s English proficiency level and their choice and use of various learning strategies. It was also found that the higher the English proficiency level, the greater the variety of learning strategies adopted, and the more frequently those strategies were used. This study aims to shed some light on the principles that underlie successful language learning, particularly in regards to the utilisation and accommodation of learning strategies and styles. The results of such a study could thus contribute to the field of second language learning in a number of ways: for the learner, the teacher, the school policy maker, and the researcher.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

An often discussed issue in the field of second language learning is the influence and importance of individual differences, IDs, such as motivation, personality, previous learning experiences and learning strategies. It has been claimed that IDs form a complex system in the learner, but little consensus has been reached as regards definitions of constructs or their relative importance. Taking the individual learner as a starting-point, this dissertation attempts to demonstrate the complexity of individual differences in the single learner by adopting an in-depth holistic approach. For this purpose a longitudinal case study was designed to follow the learning process of a young Greek woman's acquisition of Swedish during a ten-month intensive course in Sweden. The study is mainly based on self-report and personal diaries, which have been interpreted and analysed qualitatively. The learning process is extensively described and changes in, for example, strategy use, life situation and learning progress are illustrated. There are indeed many complex factors which have the potential to influence learning. In this particular case, seven factors are indicated as having had a positive influence: previous language learning experiences (especially as regards learning strategies), long-term motivation, metalinguistic awareness, social contacts with L2 speakers, access to English as a mediating language, access to a strict and intensive Swedish course, and a well-needed learning break in the middle of the studies. Negative factors were largely of an emotional nature, especially a period of liminality which created feelings of not belonging, of being betwixt and between. It is suggested that IDs form a dynamic variable system in the learner. All the IDs are present in the learner, but they seem to change both in substance over time and in importance for the learner at different times in the learning process. Furthermore, IDs appear to be interconnected in a complex and dynamic way. The results of this study strongly emphasise the importance of both an holistic and a longitudinal approach to IDs in second language learning. / digitalisering@umu

University of Macau / Faculty of Education

Medical education aims at forming students’ professional identity. This includes skills and attitudes such as communication and teamwork skills. One of the thesis’ aims is to identify students’ typical difficulties with learning communication skills, and to understand how these affect their identity development. Group discussions of student-patient interviews were video-taped, and selected discussions were transcribed and analyzed. Students had difficulties in establishing trustful relationships with their patients, asking about sensitive topics, responding empathetically, and with applying formal structures to the consultation. Students’ professional identity was supported by peer students’ and teachers’ comments, which created a common language and fostered selfmonitoring abilities. Another aim was to study the relationship between students* attitude towards communication training, group learning, and their self-regulatory skills. In a survey study, established instruments were combined with a new questionnaire. Four medical schools participated – two with traditional and two with problem-based curricula – in Sweden and Germany. Statistical analyses revealed that female students were more positive towards learning communication skills than male students were. Good self-regulatory skills were related to a positive attitude towards group learning and clinical experience before academic studies. It was concluded that early clinical experience benefits students’ selfregulated learning, and promotes a positive attitude towards communication training. Awareness of typical difficulties can facilitate the acquisition of coping strategies. / Medicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.

Las investigaciones en torno al aprendizaje de los estudiantes en la Educación Superior están siendo objeto de especial atención, dado que la calidad del aprendizaje de los estudiantes se erige como uno de los indicadores más importantes de la calidad de las Instituciones Universitarias. El proceso de Convergencia Europea, que culminará en 2010, requiere estudiantes con un perfil del estudio muy diferente al actual. El hecho de ser gestores de su tiempo de estudio, autorregular su aprendizaje, trabajar autónomamente, requiere muchos cambios en las habilidades necesarias para superar los estudios universitarios. Partiendo de esta premisa, diseñamos un programa de intervención denominado PDHE, Programa de Desarrollo de Habilidades en el Estudio. Este trabajo novedoso, complejo y útil, está avalado por numerosas investigaciones y amplia experiencia práctica impartiendo cursos para la mejora de la calidad del estudio y el incremento del rendimiento académico. Resultados del análisis de necesidades de aprendizaje realizado con los estudiantes de la UMU, arroja unos resultados en los que el 45% de estos estudiantes emplean predominantemente el enfoque superficial en sus tareas de aprendizaje.La aplicación práctica de este programa se orienta hacia a la formación personal para la carrera, en dos aspectos tan básicos como fundamentales: incrementar la motivación por el estudio y promover el desarrollo y adquisición de habilidades para superar las tareas de aprendizaje con las mayores garantías de éxito, empleando los recursos organizados en torno a once unidades didácticas en las que se abordan contenidos como:. Los factores que inciden en el estudio, gestión del tiempo, rendimiento lector, método de estudio EPLEMER, entrenamiento de la memoria, toma de apuntes, realización y presentación de trabajos, acceso a las fuentes de información, preparación y superación de exámenes, etc. / Research on Higher Education student learning is drawing particular attention since learning at this level is regarded as one of the most relevant indicators of quality at University level. The European Convergence Process, which will reach its climax by 2010, demands students with a learning profile other than the profile shown at present. Being responsible for one´s own time management and learning and working independently requires changes in the skills necessary to succeed at University. Bearing this in mind, we designed an intervention programme, namely the PDHE (Programme for the Development of Study Skills). This original and useful piece of research is backed up by a large number of research studies and broad practical experience on teaching how to improve the quality of learning and by an improvement of academic performance. Outcomes of the learning needs analysis carried out on students at the University of Murcia (UMU) showed that 45% of participants used predominantly a surface approach in their learning tasks. The practical application of this programme is focused on personal training to be applied at University degree in two basic and fundamental aspects: increasing the motivation for learning, and fostering the development and acquisition of adequate skills to succeed in learning tasks with best results using structured resources around eleven didactic units in which the following contents are covered: factors that influence student study, time management, reading performance, EPLEMER study method, memory training, note-taking, assignment writing and presentation, access to information sources, and exam revision among others.

La investigació a Xile sobre formació inicial docent és més aviat precària, especialment respecte dels qui ensenyen, dels que es formen, i del tipus de coneixement processat (Cox, 1990), situació que resulta paradoxal si es considera la rellevància que les polítiques públiques atorguen a la formació de professors, com a factor clau del que passa a l'escola (OCDE, 2004), al que s'afegeix una tradició formadora de professors de voltant de 200 anys. En el Concurs del Fons Nacional de Desenvolupament Científic i Tecnològic (Fondecyt, 2005), només el 2,7% dels projectes aprovats correspon a pedagogia i educació i van obtenir l'1,6% del total dels fons. En el context xilè els docents encara centren la seva tasca en classes frontals, i en els casos en que realitzen una docència més activa, no existeix cap certesa que es tracti d'un professor estratègic. També les facultats d'educació, tenen habitualment una orientació tendent a reforçar el model frontal, amb la qual cosa es dificulta l'ús de metodologies actives. A nivell Llatinoamericà es postula que es requereix de mètodes actius, que permetin aprendre a aprendre, que ensenyin a escollir i utilitzar la informació, que promoguin la capacitat de resoldre problemes en què el docent compleixi un paper de guia del procés d'aprenentatge (Brunner, 1996; UNESCO, 2006). Es planteja la necessitat de formar professors capaços de decidir sobre les estratègies d'ensenyament rellevants, allunyant-se de les orientacions conductistes en favor d'enfocaments que reconeguin com funciona el procés de construcció de significats (Ávalos, 1999; OCDE, 2004). La formació universitària dels futurs docents planteja que la formació com a aprenent estratègic és el primer esglaó, ja que constitueix el punt de partida del procés de formació del professor, el que atorga sentit i significat a la seva actuació professional, evitant la paradoxa d'ensenyar el que no es fa (Monereo, 2000). En forma paral.lela, la recerca en estratègies d'aprenentatge ha cobrat una importància cada vegada major gràcies a l'impuls que transforma l'aprendre a aprendre en una de les metes essencials de qualsevol projecte educatiu (Pozo i Monereo, 1999).Els estudis realitzats per Poggiole (1989), i Pressley (1990), citats per Monereo (2000) posen en evidència que sense una acció intencional per part del docent per promoure l'adquisició de les estratègies d'aprenentatge, s'ensenyen de forma mínima i no sempre de manera reflexiva i conscient. Això porta a considerar que per ensenyar a l'aprenent a utilitzar de manera estratègica els seus recursos en situacions d'aprenentatge, és necessari que prèviament el professor sigui capaç d'aprendre i ensenyar estratègicament les matèries que preveu el currículum. Sota aquestes premisses hem desenvolupat la nostra recerca per esbrinar fins a quin punt els procediments d'aprenentatge són presents als currículums de formació dels futurs mestres.Hi van participar professors i alumnes de quatre carreres de magisteri de la Universitat Catòlica del Maule a l'any 2004: Educació Física, Educació Especial i diferenciada, Educació General Bàsica i Educació Parvulari.Les dimensions d'anàlisi considerades van ser: Els programes de formació professional, de 2 ° i 4 ° any; la percepció dels estudiants al voltant dels procediments o estratègies d'aprenentatge utilitzades en les classes; la percepció dels professors de pedagogia respecte als procediments o estratègies utilitzades en els cursos.Per a l'establiment de les categories, es va utilitzar la taxonomia de procediments, publicada per Pozo i Postigo (2000), agrupades en cinc categories bàsiques: Adquisició de la informació, Interpretació de la informació, anàlisi de la informació, comprensió de la informació i comunicació de la informació. Les dades han estat analitzades utilitzant de manera combinada i complementària (Cea D'Ancona, 1999; Cortés, Menéndez i Rubalcaba, 1996; Gallart, 1992) enfocaments qualitatius i quantitatius. Per als primers es va considerar l'anàlisi de documents (programes d'estudi) i entrevistes (als docents); quant als segons es van aplicar enquestes (als estudiants). Els resultats de la recerca ofereixen dades relatives als apsectes següents: L'estat de desenvolupament que té la formació inicial docent a Xile, com també de l'estat de l'art en què es troba el coneixement procedimental i estratègic en l'actualitat; el grau de presència que té el coneixement procedimental en els programes d'estudi de les carreres de pedagogia a la Universitat Catòlica del Maule; la percepció que tenen els estudiants de pedagogia de la Universitat Catòlica del Maule, respecte del coneixement procedimental implicat en la seva formació professional; el grau de coneixement procedimental que diuen utilitzar els docents que imparteixen cursos en les carreres de pedagogia a la Universitat Catòlica del Maule; el volum i presència de coneixement estratègic o procedimental, tant en els programes de curs, com en les seves pràctiques formatives, en les diverses carreres i cursos objectes d'aquesta investigació; la relació existent entre els coneixements estratègic i procedimental plantejats en els objectius de les assignatures de Formació Professional dels estudis de Pedagogia de la Universitat Catòlica del Maule i la seva concreció en l'aula, segons la percepció d'estudiants i docents, i el tipus d'estratègia o procediment que registra major presència tant en els programes de formació com en les pràctiques formatives dels futurs docents. / La investigación en Chile sobre formación inicial docente es más bien precaria, especialmente respecto de quienes enseñan, de los que se forman, y del tipo de conocimiento procesado (Cox, 1990), situación que resulta paradójica si se considera la relevancia que las políticas publicas otorgan a la formación de profesores, como factor clave de lo que ocurre en la escuela (OCDE, 2004), a lo que se agrega una tradición formadora de profesores de alrededor de 200 años. En el Concurso del Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT, 2005), sólo el 2,7% de los proyectos aprobados corresponden pedagogía y educación, los que obtuvieron el 1,6% del total de los fondos.En el medio chileno los docentes aún centran su quehacer en clases frontales, y en los casos en que realizan una docencia más activa, no existe certeza de que se trate de un profesor estratégico, lo cual sumado al hecho de que las facultades de educación, poseen habitualmente una orientación tendiente a reforzar el modelo frontal, se dificulta con ello el uso de metodologías activas.A nivel Latinoamericano se postula que se requiere de métodos activos, que permitan aprender a aprender, que enseñen a escoger y utilizar la información, que promuevan la capacidad de resolver problemas en que el docente cumpla un papel de guía del proceso de aprendizaje (Brunner, 1996; UNESCO, 2006). Se plantea la necesidad de formar profesores capaces de decidir sobre estrategias relevantes de enseñanza, alejándose de las orientaciones conductistas, prefiriéndose enfoques que reconozcan como funciona el proceso de construcción de significados (Ávalos, 1999; OCDE, 2004). La formación universitaria de los futuros docentes, plantea que la formación como aprendiz estratégico, es el primer eslabón, por cuanto constituye el punto de partida del proceso de formación del profesor, lo que otorgara sentido y significado a su actuación profesional, evitando la paradoja de enseñar lo que no se hace (Monereo, 2000). En forma paralela, la investigación en estrategias de aprendizaje ha cobrado una importancia cada vez mayor a causa del impulso que transforma el aprender a aprender en meta esenciales de cualquier proyecto educativo (Pozo y Monereo, 1999). Estudio realizados por Poggiole (1989), y Pressley (1990), citados por Monereo (2000) ponen en evidencia, que sin una acción intencional por parte del docente en las estrategias de aprendizaje, estas se enseñan de forma mínima, y no siempre de forma reflexiva y consciente. Esto lleva a considerar que para enseñar al aprendiz a utilizar de manera estratégica sus recursos en situaciones de aprendizaje, es necesario que previamente el profesor sea capaz de aprender y enseñar estratégicamente las materias que contempla el currículo.En la investigación participaron profesores y alumnos de cuatro carreras de magisterio existentes en la Universidad Católica del Maule al año 2004: Educación Física, Educación Especial y Diferenciada, Educación General Básica y Educación Parvularia.Las dimensiones de análisis consideradas fueron: Los programas de formación profesional, de 2° y 4° año; la percepción de los estudiantes en torno a los procedimientos o estrategias de aprendizaje empleadas en clases; la percepción de los profesores de pedagogía respecto a los procedimientos o estrategias utilizadas en los cursos.Para el levantamiento de las categorías, se utilizó la taxonomía de procedimientos del currículo, publicada por Pozo y Postigo (2000), agrupadas en cinco categorías básicas: Adquisición de la información, Interpretación de la información, análisis de la información, comprensión de la información y comunicación de la información.Los datos son abordados, utilizando de manera combinada y complementaria (Cea D'Ancona, 1999; Cortés, Menéndez y Rubalcaba, 1996; Gallart, 1992) los enfoques cualitativos y cuantitativos en investigación social. Para los primeros se consideró el análisis de documentos (programas de estudio) y entrevistas (a los docentes); para el segundo caso se aplicaron encuestas (a los estudiantes). Los ejes que orientaron la investigación se resumen del siguiente modo:El estado de desarrollo que posee la formación inicial docente en Chile, como también del estado del arte en que se halla el conocimiento procedimental y estratégico en la actualidad; el grado de presencia que tiene el conocimiento procedimental en los programas de estudio de las carreras de pedagogía en la Universidad Católica del Maule; la percepción que tienen los estudiantes de pedagogía de la Universidad Católica del Maule, respecto del conocimiento procedimental implicado en su formación profesional; el grado de conocimiento procedimental que dicen utilizar los docentes, que imparten cursos en las carreras de pedagogía en la Universidad Católica del Maule; el volumen y presencia de conocimiento estratégico o procedimental, tanto en los programas de curso, como en sus prácticas formativas, en las diversas carreras y cursos objetos de esta investigación; la relación existente entre los conocimientos estratégico y procedimental planteados en los objetivos de las asignaturas de Formación Profesional de las Carreras de Pedagogía de la Universidad Católica del Maule, y su concreción en el aula, según la percepción de estudiantes y docentes; y, el tipo de estrategia o procedimiento que registra mayor presencia, tanto en los programas de formación, como en las prácticas formativas de los futuros docentes. / Research about undergraduate teacher training is rather precarious, especially with respect to those who teach, to those who are taught, and to the kind of knowledge that is processed (Cox, 1990). This situation seems paradoxical if we consider the relevance that public policies give to teacher training as a key factor to which happens in the schools (OECD, 2004). To all this, a 200 year tradition of teacher training is added. In the last contest of the The National Fund for Scientific Research (FONDECYT, 2005), 2.7% of the approved projects belonged to the pedagogy and education field ,and only a 1.6% gained financial support. In Chile the teachers still teach in a frontal style, and when they use a more active approach there is no evidence that supports the fact that that kind of behavior is a strategic one. Besides, education faculties tend to reinforce the frontal style and, as a result, they obstruct the use of active methodologies.At the Latin American level it is said that active methods are required, that allow to learn how to learn, that teach to choose and to use information, that promote the capacity to solve problems in which the teachers play a role of guide of the process of learning (Brunner, 1996; UNESCO, 2006). Also, it has been said that it is necessary to train teachers capable of deciding about new relevant teaching strategies moving away from behavioral approaches, preferring approaches that recognize the process of construction of meanings (Ávalos works, 1999; The OECD, 2004).The university training of the future teachers raises that the student as an strategic apprentice is the first link, because it is constitutes the departure point of the teacher training process. This gives sense and meaning to their professional acting, avoiding the paradox of "teaching what one does not do" (Monereo, 2000). Besides, the research on learning strategies has acquired an increasing importance because of the impulse that transforms learning how to learn in an essential goal of any educational project (Pozo and Monereo, 1999). Researches done by Poggiole (1989), and Pressley (1990), cited by Monereo (2000) put in evidence that without an intentional action on the part of the teacher in the learning strategies, these are taught in a minimum way and not always from a reflective and conscious form. This leads us consider that to teach the apprentice to use strategically his/her resources in learning situations, it is previously necessary that the teacher is able to learn and to teach strategically the subject matters that the curriculum includes. In this research participated teachers and students from four teaching careers existing in 2004 at the Universidad Católica del Maule: Physical Education, Special Education, Elementary Education and Preschool Education. The dimensions of the analysis were: the teacher training programs for 2° and 4° year; the students opinion about the procedures and strategies used in class; the professors opinion about the procedures and strategies used in the courses. For the rise of the categories, the taxonomy of curriculum procedures, published by Well and Shutter was used (2000), grouped in five basic categories: acquisition of the information, interpretation of the information, analysis of the information, understanding of the information and communication of the information.The data are analyzed using, in a combined and complementary way (Cea D'Ancona, 1999; Courteous, Menéndez and Rubalcaba, 1996; Gallart, 1992) the qualitative and quantitative approaches in social research. For the former, the analysis of documents (study programs) and interviews (to the teachers) were considered; for the second later surveys were applied (to the students). The axes that oriented the research can be summarized like this: The state of the development of undergraduate teacher training in Chile. Also the state of the procedural and strategic knowledge nowadays; the degree of presence that the procedural knowledge has in the study programs of the pedagogy careers in the Universidad Católica del Maule; the perception that the pedagogy students of the Universidad Católica del Maule have with respect to the implied procedural knowledge in their professional training; the degree of procedural knowledge that the professors who teach in the pedagogy careers say they use; the volume and presence of strategic or procedural knowledge, as much in the course programs, like in its formative practices, in the many careers and courses studied in this research; the existing relation between strategic and procedural knowledge present in the courses for the professional training in the pedagogy careers at the Universidad Católica del Maule, and their concretion in the classroom, according to the students and professors opinions and the type of strategy or procedure that has the biggest presence in the formation programs and in the formative practices of the future teachers.

The purposes of this study were to explore students&rsquo / perceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo / perceptions of their chemistry teachers&rsquo / communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo / communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo / communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.

The aim of this study was twofold: (a) to investigate whether seventh grade students&rsquo / conditional and procedural knowledge acquisition in, attitude towards, active learning strategies in, and learning value of geometry improve differentially for students having different cognitive styles in project-based learning and (b) to examine how project-based learning affects them. Participants were 97 seventh-grade students in a private school in Ankara. The students were classified into three groups: Field dependent (N=31), field middle (N=35), and field independent (N=31), based on the raw scores of the participants from the Group Embedded Figures Test. Only one treatment (i.e., project-based learning) was conducted for the study, lasting 30 lesson hours. Pre-test and post-test design for the students having three different cognitive styles was utilized. A mixed methods design integrating both quantitative and qualitative data was used for this study. The data were collected through Conditional and Procedural Knowledge Tests, Active Learning Strategies in and Learning Value of Geometry Questionnaire, Geometry Attitude Scale, interview responses, and classroom observation field notes. The quantitative analyses were carried out by using Mixed Design (one between factor and one within factor) Multivariate Analysis of Variance (MANOVA). The results revealed that there is no significant interaction between time and group. There was a substantial main effect for time and follow up analyses for this effect showed that the students achieved large learning gains for all dependent variables. In addition, the main effect of group was not significant. According to interview responses and classroom observation field notes, those quantitative results were attributable to the influence of contextualizing, visualizing, and collaborating geometry concepts with their peers and teacher during benchmark lessons and developing and sharing artifacts for each of the cognitive style group.