Project Based Learning and Epistemological Development on Undergraduate Students
Descripción del Articulo
This paper is part of a bigger research that aims to understand how professional education delivered through Project-Based Learning (PBL) affects self-authorship development on undergraduate students. This part of the project aims to evaluate self-authorship development of undergraduate students enr...
| Autor: | |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2022 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/1505 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/1505 |
| Nivel de acceso: | acceso abierto |
| Materia: | Desarrollo cognitivo Educación superior Autonomía Métodos de enseñanza Aprendizaje basado en proyectos Cognitive development College students Autonomy teaching methods. Project Based Learning |
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Project Based Learning and Epistemological Development on Undergraduate Students Aprendizaje basado en proyectos y el desarrollo epistemológico en Licenciatura |
| title |
Project Based Learning and Epistemological Development on Undergraduate Students |
| spellingShingle |
Project Based Learning and Epistemological Development on Undergraduate Students Bontempo e Silva, Luiza Desarrollo cognitivo Educación superior Autonomía Métodos de enseñanza Aprendizaje basado en proyectos Cognitive development College students Autonomy teaching methods. Project Based Learning |
| title_short |
Project Based Learning and Epistemological Development on Undergraduate Students |
| title_full |
Project Based Learning and Epistemological Development on Undergraduate Students |
| title_fullStr |
Project Based Learning and Epistemological Development on Undergraduate Students |
| title_full_unstemmed |
Project Based Learning and Epistemological Development on Undergraduate Students |
| title_sort |
Project Based Learning and Epistemological Development on Undergraduate Students |
| dc.creator.none.fl_str_mv |
Bontempo e Silva, Luiza |
| author |
Bontempo e Silva, Luiza |
| author_facet |
Bontempo e Silva, Luiza |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Desarrollo cognitivo Educación superior Autonomía Métodos de enseñanza Aprendizaje basado en proyectos Cognitive development College students Autonomy teaching methods. Project Based Learning |
| topic |
Desarrollo cognitivo Educación superior Autonomía Métodos de enseñanza Aprendizaje basado en proyectos Cognitive development College students Autonomy teaching methods. Project Based Learning |
| description |
This paper is part of a bigger research that aims to understand how professional education delivered through Project-Based Learning (PBL) affects self-authorship development on undergraduate students. This part of the project aims to evaluate self-authorship development of undergraduate students enrolled on PBL during four to five years. The method used was qualitative, transversal, with biographical-narrative approach. In deep interviews were the instrument for data construction. Nine students of different semesters voluntarily participate on the interviews. Data analysis were based on categories validated on previous research, using the software Atlas.ti as a tool. Results found that practical experience during professional education would exert different effects on students depending on their self-authorship position. In addition, found that PBL on its own is not sufficient to generate movement to more sophisticated self-authorship positions, but it can support incipient movement underway. |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-08-31 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
| dc.identifier.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1505 10.20511/pyr2022.v10n2.1505 |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1505 |
| identifier_str_mv |
10.20511/pyr2022.v10n2.1505 |
| dc.language.none.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1505/1738 https://revistas.usil.edu.pe/index.php/pyr/article/view/1505/1752 https://revistas.usil.edu.pe/index.php/pyr/article/view/1505/1746 /*ref*/Abes, E. S., Jones, S. R., y McEwen, M. K. (2007). Reconceptualizing the Model of Multiple Dimensions of Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities. Journal of College Student Development, 48(1), 1-22. https://doi.org/10.1353/csd.2007.0000 /*ref*/Amechi, M. H. (2016). “There’s no autonomy”: Narratives of Self-Authorship from Black Male Foster Care Alumni in Higher Education. Journal of African American Males in Education, 7(2), 18-35. http://journalofafricanamericanmales.com/wp-content/uploads/2016/12/Amechi-2016-Black-Males-Self-Authorship-Final.pdf /*ref*/Baxter, M. (2004). Making their own way: Narratives for transforming higher education to promote self-authorship. Sterling: Stylus Publishing, LLC. /*ref*/Baxter, M., & King, P. (2012). ASHE Higher Education Report 38(3), 1-138. Wiley Online Library. https://doi.org/10.1002/aehe.20003 /*ref*/Baxter, M., & King, P. M. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus. /*ref*/Bennett, D., & Hennekam, S. (2018). Self-authorship and Creative Industries Workers’ Career Decision-making. Human Relations, 71(11), 1454-1477. https://doi.org/10.1177/0018726717747369 /*ref*/Bolívar, A., & Domingo, J. (2006). La Investigación Biográfica y Narrativa en Iberoamérica: Campos de desarrollo y estado actual. Forum: Qualitative Social Research, 7(4). http://www.qualitative-research.net/index.php/fqs/article/view/161/358 /*ref*/Bontempo, L. (2014). Identidad Reflexiva y Auto-Autoría en Estudiantes de Psicología de la UNAM. [Tesis de doctorado Universidad Nacional Autónoma de México]. Repositorio Institucional, http://132.248.9.195/ptd2014/julio/0715729/0715729.pdf /*ref*/Bontempo, L., & Flores, R.C. (2016). El Desarrollo de la Auto-Autoría en Estudiantes de Psicología de la UNAM. Revista de Psicología de la Ibero, 24(1), 30-37. http://www.redalyc.org/articulo.oa?id=133947583004. /*ref*/Bontempo, L., & Flores, R. C. (2017). Reflexive Identity and Self-authorship Development on Psychology Students. Journal of Education and Human Development, 6(2), 148-156. https://doi.org/10.15640/jehd.v6n2a16. /*ref*/Botella, A. M., & Ramos, P. (2020). Motivation and Project Based Learning: an Action Research in Secondary School. REMIE – Multidisciplinary Journal of Educational Research, 10(3), 295-320. https://doi.org/10.447/remie.2020.4493 /*ref*/Bushnell, M., & Henry, S. E. (2003). The Social Foundations Classroom. Educational Studies, 34, pp. 38-61. https://doi.org/10.1207/S15326993ES3401_4 /*ref*/Carpenter, A. M., & Vallejo, E. (2017). Self-Authorship Among First-Generation Undergraduate Students: A Qualitative Study of Experiences and Catalysts. Journal of Diversity in Higher Education, 10 (1), 86–100. https://doi.org/10.1037/a0040026 /*ref*/Case, J. M. (2016). Journeys to Meaning-Making: A Longitudinal Study of Self-Authorship among Young South African Engineering Graduates. Journal of College Student Development, 57(7), 863-879. https://doi.org/10.1353/csd.2016.0083 /*ref*/Clark, J. S., & Brooms, D. R. (2018). “We get to learn more about ourselves”: Black Men’s Engagement, Bonding, and Self- Authorship on Campus. Journal of Negro Education, 87(4), 391–403. https://doi.org/10.7709/jnegroeducation.87.4.0391 /*ref*/Cyrulies, E. & Schamne, M. (2021). El aprendizaje basado en proyectos: una capacitación docente vinculante. Páginas De Educación, 14(1), 1-25. https://doi.org/10.22235/pe.v14i1.2293 /*ref*/Corbin, J., & Strauss, A.L. (2015). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Fourth Edition. Thousand Oaks, California: SAGE Publications, Inc. /*ref*/Coughlin, C. (2015). Developmental Coaching to Support the Transition to Self-Authorship. New Directions for Adult and Continuing Education, 148, 17-25. https://doi.org/10.1002/ace.20148. /*ref*/Creamer, E. G., & Laughlin, A. (2005). Self-Authorship and Women’s Career Decision Making. Journal of College Student Development, 46(1), 13-27. https://doi.org/10.1353/csd.2005.0002. /*ref*/Day, D.A., & Lane, T. (2014). Reconstructing faculty roles to align with self-authorship development: The gentle art of stepping back. The Canadian Journal for the Scholarship of Teaching and Learning, 5(1), https://doi.org/10.5206/cjsotl-rcacea.2014.1.5 /*ref*/Del Prato, D. (2017). Transforming Nursing Education: Fostering Student Development towards Self-Authorship. International Journal of Nursing Education Scholarship, 14(1). https://doi.org/10.1515/ijnes-2017-0004 /*ref*/Delval, J. (2014). El desarrollo humano. Decimosexta reimpresión. Madrid: Siglo Veintiuno Editores. /*ref*/Flores, R. C., Otero, A., & Lavalleé, M. (2010). La evolución de la perspectiva epistemológica en estudiantes de posgrado: El caso de los psicólogos escolares. Perfiles Educativos, 32(130), 8-24. https://doi.org/10.22201/iisue.24486167e.2010.130.20570 /*ref*/González-Ferriz, F. (2021). Aprendizaje Basado en Proyectos en Formación Profesional: la aplicación de las nuevas tecnologías a la investigación de mercados en los ciclos de comercio y marketing. ENSAYOS, Revista de la Facultad de Educación de Albacete, 36(1). https://doi.org/10.18239/ensayos.v36i1.2653 /*ref*/Johnson, J. L., & Chauvin, S. (2016). Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship. American Journal of Pharmaceutical Education, 80(10), 1–11. https://doi.org/10.5688/ajpe8010172 /*ref*/Kenner, K. A. (2019). A Community College Intervention Program: The Affordances and Challenges of an Educational Space of Resistance. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000116. /*ref*/King, P. M., & Baxter, M. B. (2004). Creating learning partnerships in higher education: Modeling the shape, shaping the model. In M. B. Baxter & P. M. King (Eds.), Learning partnerships: theory and models of practice to educate for Self-Authorship (pp. 303-332). Stirling, VA: Stylus. /*ref*/Laughlin, A., & Creamer, E. G. (2007). Engaging Differences: Self-Authorship and the Decision-Making Process. New Directions for teaching and learning, 109, 43-51. https://doi.org/10.1002/tl.264 /*ref*/Lewis, P., Forsythe, G. B., Sweeney, P., Bartone, P., Bullis, C., & Snook, S. (2005). Identity Development during the College Years: Findings from the West Point Longitudinal Study. Journal of College Student Development, 46(4), 357-373. https://doi.org/10.1353/csd.2005.0037 /*ref*/McGowan, A. L. (2016). Impact of One-Semester Outdoor Education Programs on Adolescent Perceptions of Self-Authorship. Journal of Experiential Education, 39(4), 386-411. https://doi.org/10.1177/1053825916668902 /*ref*/Myers, L. W. (2017). Exploring Self-Authorship in Post-Traditional Students: A Narrative Study in Students’ Meaning-Making. (PhD dissertation). College of Graduate and Professional Studies at the University of New England, USA. All thesis and dissertations. 119. http://dune.une.edu/theses/119 /*ref*/Mondisa, J.-L., & Adams, R. S. (2020). A learning partnerships perspective of how mentors help protégés develop self-authorship. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000291 /*ref*/Mozas-Calvache, A. T., & Barba-Colmenero, F. (2013). System for Evaluating Groups When Applying Project-Based Learning to Surveying Engineering Education. Journal of Professional Issues in Engineering Education and Practice, 139 (4), 317-324. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000160 /*ref*/Orozco, R. C., & Perez-Felkner, L. (2018). Ni de Aquí, Ni de Allá: Conceptualizing the self-authorship experience of gay Latino college men using conocimiento. Journal of Latinos & Education, 17(4), 386–394. https://doi.org/10.1080/15348431.2017.1371018 /*ref*/Reybold, L. E. (2002). Pragmatic epistemology: ways of knowing as ways of being. International Journal of Lifelong Education, 21 (6), 537–550. https://doi.org/10.1080/0260137022000016776 /*ref*/Ricks, M., Meerts-Brandsma, L., & Sibthorp, J. (2021). Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools. Journal of Experiential Education, 44(1), 65–83. https://doi.org/10.1177/1053825920980787 /*ref*/Rodríguez-Sandoval, E., Vargas-Solano, E. M., & Luna-Cortés, J. (2010). Evaluación de la estrategia “aprendizaje basado en proyectos”. Educación y Educadores, 13 (1), pp. 13–25. http://www.scielo.org.co/pdf/eded/v13n1/v13n1a02.pdf /*ref*/Ruiz, J. I. (2009). Metodología de la investigación cualitativa. 5 ed. Bilbao: Universidad de Deusto. /*ref*/Salido, P. V. (2020). Metodologías activas en la formación inicial de docentes: Aprendizaje Basado en Proyectos (ABP) y educación artística. Revista de Currículum y Formación de Profesorado, 24(2), 120-143. https://doi.org/10.30827/profesorado.v24i2.13656 /*ref*/Sandars, J., & Jackson, B. (2015). Self-authorship theory and medical education: AMEE Guide No. 98, Medical Teacher, 37(6), 521-532. https://doi.org/10.3109/0142159X.2015.1013928 /*ref*/Sandín, M. P. (2003). Investigación cualitativa en educación: fundamentos y tradiciones. Mc Graw and Hill. /*ref*/Williams, J. G. (2016). Assessing Self-Authorship among Athletic Training Students. Theses and Dissertations. 64, 1, 2016. https://ir.library.illinoisstate.edu/etd/641 /*ref*/Zaytoun, K. (2005). Identity and learning: the inextricable link. About campus, 9 (6), 8-15. https://doi.org/10.1002/abc.112 |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones. Journal of Educational Psychology; Vol. 10 No. 2 (2022): May - August; e1505 Propósitos y Representaciones; ##issue.vol## 10 ##issue.no## 2 (2022): Mayo - Agosto; e1505 Propósitos y Representaciones; Vol. 10 Núm. 2 (2022): Mayo - Agosto; e1505 2310-4635 2307-7999 10.20511/pyr2022.v10n2 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
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Project Based Learning and Epistemological Development on Undergraduate StudentsAprendizaje basado en proyectos y el desarrollo epistemológico en LicenciaturaBontempo e Silva, LuizaDesarrollo cognitivoEducación superiorAutonomíaMétodos de enseñanzaAprendizaje basado en proyectosCognitive developmentCollege studentsAutonomyteaching methods.Project Based LearningThis paper is part of a bigger research that aims to understand how professional education delivered through Project-Based Learning (PBL) affects self-authorship development on undergraduate students. This part of the project aims to evaluate self-authorship development of undergraduate students enrolled on PBL during four to five years. The method used was qualitative, transversal, with biographical-narrative approach. In deep interviews were the instrument for data construction. Nine students of different semesters voluntarily participate on the interviews. Data analysis were based on categories validated on previous research, using the software Atlas.ti as a tool. Results found that practical experience during professional education would exert different effects on students depending on their self-authorship position. In addition, found that PBL on its own is not sufficient to generate movement to more sophisticated self-authorship positions, but it can support incipient movement underway.Esta investigación tiene el objetivo de comprender qué efectos tendrá un programa de licenciatura, basado en el ABP, sobre el desarrollo de la auto-autoría de los estudiantes. Para tanto, se realizó un estudio cualitativo de enfoque biográfico-narrativo. El instrumento de construcción de la información fue entrevista a profundidad individual de duración aproximada de una hora o más. Las nueve participantes, voluntarias, son estudiantes de una licenciatura que aplica el método ABP en toda la formación. La información fue analizada a partir de las categorías preexistentes en la investigación anterior sobre desarrollo de auto-autoría, utilizando el Atlas.ti, como herramienta. Como resultados, se encontró que la experiencia práctica durante la formación profesional va a tener diferentes efectos en los jóvenes dependiendo de la posición de auto-autoría en que se encuentran. También se concluye que, por sí solo, el método ABP no genera movimiento a posiciones más sofisticadas, pero puede apoyar el movimiento ya incipiente.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2022-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/150510.20511/pyr2022.v10n2.1505Propósitos y Representaciones. Journal of Educational Psychology; Vol. 10 No. 2 (2022): May - August; e1505Propósitos y Representaciones; ##issue.vol## 10 ##issue.no## 2 (2022): Mayo - Agosto; e1505Propósitos y Representaciones; Vol. 10 Núm. 2 (2022): Mayo - Agosto; e15052310-46352307-799910.20511/pyr2022.v10n2reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/1505/1738https://revistas.usil.edu.pe/index.php/pyr/article/view/1505/1752https://revistas.usil.edu.pe/index.php/pyr/article/view/1505/1746/*ref*/Abes, E. S., Jones, S. R., y McEwen, M. K. (2007). Reconceptualizing the Model of Multiple Dimensions of Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities. Journal of College Student Development, 48(1), 1-22. https://doi.org/10.1353/csd.2007.0000/*ref*/Amechi, M. H. (2016). “There’s no autonomy”: Narratives of Self-Authorship from Black Male Foster Care Alumni in Higher Education. Journal of African American Males in Education, 7(2), 18-35. http://journalofafricanamericanmales.com/wp-content/uploads/2016/12/Amechi-2016-Black-Males-Self-Authorship-Final.pdf/*ref*/Baxter, M. (2004). Making their own way: Narratives for transforming higher education to promote self-authorship. Sterling: Stylus Publishing, LLC./*ref*/Baxter, M., & King, P. (2012). ASHE Higher Education Report 38(3), 1-138. Wiley Online Library. https://doi.org/10.1002/aehe.20003/*ref*/Baxter, M., & King, P. M. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus./*ref*/Bennett, D., & Hennekam, S. (2018). Self-authorship and Creative Industries Workers’ Career Decision-making. Human Relations, 71(11), 1454-1477. https://doi.org/10.1177/0018726717747369/*ref*/Bolívar, A., & Domingo, J. (2006). La Investigación Biográfica y Narrativa en Iberoamérica: Campos de desarrollo y estado actual. Forum: Qualitative Social Research, 7(4). http://www.qualitative-research.net/index.php/fqs/article/view/161/358/*ref*/Bontempo, L. (2014). Identidad Reflexiva y Auto-Autoría en Estudiantes de Psicología de la UNAM. [Tesis de doctorado Universidad Nacional Autónoma de México]. Repositorio Institucional, http://132.248.9.195/ptd2014/julio/0715729/0715729.pdf/*ref*/Bontempo, L., & Flores, R.C. (2016). El Desarrollo de la Auto-Autoría en Estudiantes de Psicología de la UNAM. Revista de Psicología de la Ibero, 24(1), 30-37. http://www.redalyc.org/articulo.oa?id=133947583004./*ref*/Bontempo, L., & Flores, R. C. (2017). Reflexive Identity and Self-authorship Development on Psychology Students. Journal of Education and Human Development, 6(2), 148-156. https://doi.org/10.15640/jehd.v6n2a16./*ref*/Botella, A. M., & Ramos, P. (2020). Motivation and Project Based Learning: an Action Research in Secondary School. REMIE – Multidisciplinary Journal of Educational Research, 10(3), 295-320. https://doi.org/10.447/remie.2020.4493/*ref*/Bushnell, M., & Henry, S. E. (2003). The Social Foundations Classroom. Educational Studies, 34, pp. 38-61. https://doi.org/10.1207/S15326993ES3401_4/*ref*/Carpenter, A. M., & Vallejo, E. (2017). Self-Authorship Among First-Generation Undergraduate Students: A Qualitative Study of Experiences and Catalysts. Journal of Diversity in Higher Education, 10 (1), 86–100. https://doi.org/10.1037/a0040026/*ref*/Case, J. M. (2016). Journeys to Meaning-Making: A Longitudinal Study of Self-Authorship among Young South African Engineering Graduates. Journal of College Student Development, 57(7), 863-879. https://doi.org/10.1353/csd.2016.0083/*ref*/Clark, J. S., & Brooms, D. R. (2018). “We get to learn more about ourselves”: Black Men’s Engagement, Bonding, and Self- Authorship on Campus. Journal of Negro Education, 87(4), 391–403. https://doi.org/10.7709/jnegroeducation.87.4.0391/*ref*/Cyrulies, E. & Schamne, M. (2021). El aprendizaje basado en proyectos: una capacitación docente vinculante. Páginas De Educación, 14(1), 1-25. https://doi.org/10.22235/pe.v14i1.2293/*ref*/Corbin, J., & Strauss, A.L. (2015). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Fourth Edition. Thousand Oaks, California: SAGE Publications, Inc./*ref*/Coughlin, C. (2015). Developmental Coaching to Support the Transition to Self-Authorship. New Directions for Adult and Continuing Education, 148, 17-25. https://doi.org/10.1002/ace.20148./*ref*/Creamer, E. G., & Laughlin, A. (2005). Self-Authorship and Women’s Career Decision Making. Journal of College Student Development, 46(1), 13-27. https://doi.org/10.1353/csd.2005.0002./*ref*/Day, D.A., & Lane, T. (2014). Reconstructing faculty roles to align with self-authorship development: The gentle art of stepping back. The Canadian Journal for the Scholarship of Teaching and Learning, 5(1), https://doi.org/10.5206/cjsotl-rcacea.2014.1.5/*ref*/Del Prato, D. (2017). Transforming Nursing Education: Fostering Student Development towards Self-Authorship. International Journal of Nursing Education Scholarship, 14(1). https://doi.org/10.1515/ijnes-2017-0004/*ref*/Delval, J. (2014). El desarrollo humano. Decimosexta reimpresión. Madrid: Siglo Veintiuno Editores./*ref*/Flores, R. C., Otero, A., & Lavalleé, M. (2010). La evolución de la perspectiva epistemológica en estudiantes de posgrado: El caso de los psicólogos escolares. Perfiles Educativos, 32(130), 8-24. https://doi.org/10.22201/iisue.24486167e.2010.130.20570/*ref*/González-Ferriz, F. (2021). Aprendizaje Basado en Proyectos en Formación Profesional: la aplicación de las nuevas tecnologías a la investigación de mercados en los ciclos de comercio y marketing. ENSAYOS, Revista de la Facultad de Educación de Albacete, 36(1). https://doi.org/10.18239/ensayos.v36i1.2653/*ref*/Johnson, J. L., & Chauvin, S. (2016). Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship. American Journal of Pharmaceutical Education, 80(10), 1–11. https://doi.org/10.5688/ajpe8010172/*ref*/Kenner, K. A. (2019). A Community College Intervention Program: The Affordances and Challenges of an Educational Space of Resistance. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000116./*ref*/King, P. M., & Baxter, M. B. (2004). Creating learning partnerships in higher education: Modeling the shape, shaping the model. In M. B. Baxter & P. M. King (Eds.), Learning partnerships: theory and models of practice to educate for Self-Authorship (pp. 303-332). Stirling, VA: Stylus./*ref*/Laughlin, A., & Creamer, E. G. (2007). Engaging Differences: Self-Authorship and the Decision-Making Process. New Directions for teaching and learning, 109, 43-51. https://doi.org/10.1002/tl.264/*ref*/Lewis, P., Forsythe, G. B., Sweeney, P., Bartone, P., Bullis, C., & Snook, S. (2005). Identity Development during the College Years: Findings from the West Point Longitudinal Study. Journal of College Student Development, 46(4), 357-373. https://doi.org/10.1353/csd.2005.0037/*ref*/McGowan, A. L. (2016). Impact of One-Semester Outdoor Education Programs on Adolescent Perceptions of Self-Authorship. Journal of Experiential Education, 39(4), 386-411. https://doi.org/10.1177/1053825916668902/*ref*/Myers, L. W. (2017). Exploring Self-Authorship in Post-Traditional Students: A Narrative Study in Students’ Meaning-Making. (PhD dissertation). 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Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
