BRUNA JOFRE, DANIELA VALENTINA
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BRUNA JOFRE, DANIELA VALENTINA
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dbrunaj@udd.cl
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57193195446

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Experiential learning in higher education. A student-centered teaching method that improves perceived learning.

2020 , Villarroel, Verónica , Mariavictoria Benavente , CHUECAS JOFRE, MARIA JOSEFINA , BRUNA JOFRE, DANIELA VALENTINA

There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.

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Publication

Experiencia de Diseño y Uso de una Rúbrica para Evaluar Informes de Laboratorio en Formato Publicación Científica

2019 , Carola E. Bruna , Villarroel, Verónica , BRUNA JOFRE, DANIELA VALENTINA , José A. Martínez

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Publication

Reflexiones en torno a las competencias genéricas en educación superior: Un desafío pendiente

2014 , Villarroel, Verónica , BRUNA JOFRE, DANIELA VALENTINA

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¿Evaluamos lo que realmente importa? el desafío de la evaluación auténtica en educación superior

2019 , Villarroel, Verónica , BRUNA JOFRE, DANIELA VALENTINA

El presente ensayo propone la evaluación auténtica como una herramienta necesaria de incorporar en educación superior. Los instrumentos de evaluación de los aprendizajes, que tradicionalmente se utilizan en la universidad, presentan grandes debilidades a la hora de medir el conocimiento profundo de los estudiantes. En cambio, la evaluación auténtica otorga pertinencia al vincular lo que ocurre en las aulas con la vida real y laboral, midiendo saberes en contexto. Se examinan las tres dimensiones que conforman la evaluación auténtica y que facilitan su implementación: 1) realismo, entendido como la inclusión de contextos del mundo del trabajo; 2) desafío cognitivo, que implica medir habilidades cognitivas de orden superior con las que el estudiante debe construir conocimiento; y 3) juicio evaluativo, referido a incluir procesos de retroalimentación que permitan a los estudiantes comprender e integrar en su comportamiento los criterios de buena calidad para transferirlos en otros contextos.

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Publication

Using principles of authentic assessment to redesign written examinations and tests

2019 , Villarroel, Verónica , David Boud , Susan Bloxham , BRUNA JOFRE, DANIELA VALENTINA , Carola Bruna

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