Aprendizaje conceptual en grupos de profesorado en formación mediante una intervención basada en Minería de Textos
DOI:
https://doi.org/10.5944/educxx1.38256Palabras clave:
análisis de texto, análisis de contenido, formación del concepto, aprendizaje social, aprendizaje visual, tecnología de la educación, enseñanza superior, formación de profesoresResumen
La adquisición de conceptos es un aspecto fundamental en la formación del profesorado, pero representa un desafío persistente, especialmente en contextos grupales donde las estrategias de enseñanza tradicionales a menudo no logran transmitir las nociones complejas de forma eficaz. Este estudio explora el potencial de la analítica del aprendizaje basada en minería de textos (MT) como herramienta didáctica para mejorar el aprendizaje conceptual del profesorado en formación. El objetivo principal fue analizar el impacto de la analítica del aprendizaje basada con MT en la adquisición de conceptos educativos abstractos y complejos, en comparación con estrategias de enseñanza tradicionales como la elaboración de proyectos individuales o la asistencia a clases magistrales. Para ello, se llevó a cabo un estudio cuasiexperimental pre y postest con 81 estudiantes de máster de un programa de formación a distancia en una universidad española. El análisis se centró en los corpus textuales generados a partir de las definiciones de conceptos educativos intangibles por parte de tres grupos no equivalentes (Grupos A, B y C, respectivamente). Mediante técnicas de MT, se analizaron 1017 tokens pretest y 1133 postest del Grupo A, 1127 tokens pretest y 1111 postest del Grupo B, y 1101 tokens pretest y 1173 postest del Grupo C. Los resultados evidenciaron que la analítica de aprendizaje basada en MT mejoró significativamente la adquisición de conceptos, tanto en la selección de palabras clave (tYuen = –6.37, p < .001, δR AKP = –1.03, IC95% = –2.10, –.74) como en la asociación de términos relevantes (valores de Jaccard postest de .217 a .917) en las definiciones formuladas por los estudiantes, superando otros enfoques de enseñanza. Este estudio proporciona evidencia empírica del valor pedagógico de la analítica del aprendizaje basada en MT, demostrando su eficacia para mejorar el aprendizaje de conceptos abstractos en la formación del profesorado. Los resultados destacan el potencial de la tecnología educativa basada en MT para optimizar el aprendizaje conceptual y la eficiencia de los recursos en contextos grupales de educación superior.
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Derechos de autor 2025 Fran J. García-García, Cristian Mollà-Esparza, Inmaculada López Francés
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