000133394 001__ 133394
000133394 005__ 20240412150654.0
000133394 0247_ $$2doi$$a10.3390/ejihpe14040066
000133394 0248_ $$2sideral$$a138093
000133394 037__ $$aART-2024-138093
000133394 041__ $$aeng
000133394 100__ $$0(orcid)0000-0002-4524-7459$$aRamos-Vallecillo, Nora$$uUniversidad de Zaragoza
000133394 245__ $$aUniversity students’ achievement of meaningful learning through participation in thinking routines
000133394 260__ $$c2024
000133394 5060_ $$aAccess copy available to the general public$$fUnrestricted
000133394 5203_ $$aThis study was conducted among undergraduate students pursuing a Primary Education degree at the University of Zaragoza. Its primary aim was to enhance and elevate the quality of participation during theoretical sessions, thereby fostering meaningful learning that contributes to the improvement of academic performance among the participants. To achieve this objective, a quasi-experimental case study was meticulously crafted. This research design was structured to not only stimulate and augment participation but also to cultivate meaningful learning, ultimately enhancing students’ academic achievements. The study employed a comprehensive approach to monitor participation, utilizing observation records to track engagement levels, and anecdotal records to delineate the progression of sessions and the quality of responses. Through meticulous analysis, it can be deduced that the integration of thinking routines as a pedagogical tool in expository sessions significantly enhances student engagement. These routines effectively activate students’ prior knowledge, establishing meaningful connections with the subject matter at hand. Moreover, the incorporation of thinking routines has been observed to elevate the quality of student participation. By fostering reflective practices, aiding in the formulation of inquiries, promoting collaborative learning, and nurturing critical thinking skills, these routines play a pivotal role in enriching the educational experience and bolstering academic performance.
000133394 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000133394 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000133394 700__ $$0(orcid)0000-0001-6829-1738$$aMurillo Ligorred, Víctor$$uUniversidad de Zaragoza
000133394 700__ $$0(orcid)0000-0002-0100-1449$$aLozano-Blasco, Raquel$$uUniversidad de Zaragoza
000133394 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000133394 7102_ $$13001$$2193$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expr.Plástica
000133394 773__ $$g14, 4 (2024), 1012-1027$$pEur. j. investig. health psychol. educ.$$tEuropean Journal of Investigation in Health, Psychology and Education$$x2174-8144
000133394 8564_ $$s727330$$uhttps://zaguan.unizar.es/record/133394/files/texto_completo.pdf$$yVersión publicada
000133394 8564_ $$s2783108$$uhttps://zaguan.unizar.es/record/133394/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000133394 909CO $$ooai:zaguan.unizar.es:133394$$particulos$$pdriver
000133394 951__ $$a2024-04-12-13:59:27
000133394 980__ $$aARTICLE