Abstract

Experiential pedagogical interventions offer the possibility to develop deep learning approaches. The objective of the study was to identify the factors that help to understand the reason why some students, after a pedagogical intervention develop an approach to deep learning and others superficial, as well as to identify the strategies that best suit each student profile. To this end, a quasi-experimental pedagogical intervention was used with a mixed methodology. As main results, it is pointed out that the response of students in terms of approaches to learning can be described as: students who reinforce the initial deep approach, students who maintain the initial deep approach level and others who change from one emphasis on the deep approach to one closer to the superficial. The result of the investigation suggests the inclusion of pedagogical activities and an integrative didactic of different motivations and initial strategies, leading to a possible adoption of deep approaches.

Keywords

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