La teoría de la autodeterminación: un marco motivacional para el aprendizaje basado en proyectos

Autores/as

  • Ana María Botella Nicolás Universitat de València
  • Pablo Ramos Ramos IES Distrito Marítimo de Valencia

DOI:

https://doi.org/10.18172/con.3576

Palabras clave:

Motivación, aprendizaje basado en proyectos, teoría de la autodeterminación, autonomía, metodología

Resumen

La mejora de la motivación escolar requiere de un marco teórico que permita establecer estrategias sencillas para guiar a los docentes en su práctica educativa. La teoría de la autodeterminación, con un corpus científico extenso, ha ayudado a entender mejor los elementos que inciden sobre la motivación en la práctica. Según este marco teórico, las formas autónomas de motivación requieren del desarrollo de tres necesidades psicológicas básicas: autonomía, competencia y relación con los demás. En el medio escolar, estas necesidades se ven favorecidas a través de contextos que fomentan la autonomía, proveen una estructura adecuada y permiten la relación de los alumnos. El aprendizaje basado en proyectos –fundamentado en la toma de decisiones, el trabajo cooperativo y la autonomía– puede ser una buena herramienta para crear este contexto, siempre y cuando se sigan unas estrategias precisas y teóricamente fundadas.

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Citas

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Publicado

24-10-2019

Cómo citar

Botella Nicolás, A. M., & Ramos Ramos, P. (2019). La teoría de la autodeterminación: un marco motivacional para el aprendizaje basado en proyectos. Contextos Educativos. Revista De Educación, (24), 253–269. https://doi.org/10.18172/con.3576