PRECONCEIVED NOTIONS ABOUT LEARNING IN FIRST-YEAR STUDENTS OF THE BACHELOR’S DEGREE IN PSYCHOPEDAGOGY

Abstract

This article shares some results of a research that began in 2022, whose topic addresses the processes of knowledge construction, particularly of a nodal notion such as learning, in students studying the Bachelor of Psychopedagogy at a private university and a state university in the province of Córdoba (Argentina). This is a reconstructive analysis of the processes, from a psychogenetic and psychosocial perspective, using a longitudinal qualitative approach. In this paper we present a section in which we address preconceived notions, that is, preconceptual constructions as representations or beliefs held about learning identified in the utterances that young people express in written productions. 52 letters from students who were at the beginning of the first year of their degree are analysed. In the analysis we found that intuitive approaches to learning are associated with a process in which there is temporality as well as continuity and permanence; a novelty, given that learning incorporates new knowledge and a quantitative increase in more cumulative than transformative terms. In addition to these characteristics, they highlight the importance of experience and intersubjectivity when learning, and they also value subjective aspects such as the desire and interest in learning, while also considering that this determines the purpose or reason for learning.