{"id":256,"date":"2023-10-17T17:22:17","date_gmt":"2023-10-17T15:22:17","guid":{"rendered":"https:\/\/www.agenciabis.es\/investigacion\/?page_id=256"},"modified":"2023-11-07T13:00:18","modified_gmt":"2023-11-07T12:00:18","slug":"ambiente-de-aprendizaje-optimo-2","status":"publish","type":"page","link":"https:\/\/www.agenciabis.es\/investigacion\/2-modelo-de-investigacion\/premisa-3-hacia-un-modelo-de-ensenanza-aprendizaje-optimo\/ambiente-de-aprendizaje-optimo-2\/","title":{"rendered":"Ambiente de aprendizaje \u00f3ptimo"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"256\" class=\"elementor elementor-256\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6a60cf3 e-flex e-con-boxed e-con e-parent\" data-id=\"6a60cf3\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;boxed&quot;,&quot;ekit_has_onepagescroll_dot&quot;:&quot;yes&quot;}\" data-core-v316-plus=\"true\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-af182a5 elementor-widget elementor-widget-heading\" data-id=\"af182a5\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.16.0 - 17-10-2023 *\/\n.elementor-heading-title{padding:0;margin:0;line-height:1}.elementor-widget-heading .elementor-heading-title[class*=elementor-size-]>a{color:inherit;font-size:inherit;line-height:inherit}.elementor-widget-heading .elementor-heading-title.elementor-size-small{font-size:15px}.elementor-widget-heading .elementor-heading-title.elementor-size-medium{font-size:19px}.elementor-widget-heading .elementor-heading-title.elementor-size-large{font-size:29px}.elementor-widget-heading .elementor-heading-title.elementor-size-xl{font-size:39px}.elementor-widget-heading .elementor-heading-title.elementor-size-xxl{font-size:59px}<\/style><h2 class=\"elementor-heading-title elementor-size-default\">MODELO DE INVESTIGACI\u00d3N<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1eb6302 elementor-widget elementor-widget-heading\" data-id=\"1eb6302\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Premisa 3. Hacia un modelo de ense\u00f1anza-aprendizaje \u00f3ptimo<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-19b5e35 elementor-widget elementor-widget-heading\" data-id=\"19b5e35\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">Ambiente de aprendizaje \u00f3ptimo<\/h3>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f05a824 elementor-widget elementor-widget-text-editor\" data-id=\"f05a824\" data-element_type=\"widget\" data-settings=\"{&quot;ekit_we_effect_on&quot;:&quot;none&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.16.0 - 17-10-2023 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<p class=\"p1\">La investigaci\u00f3n sobre el flujo y la calidad de la experiencia en entornos de aprendizaje ha buscado capturar y explicar los factores del ambiente aprendizaje que facilitan las experiencias \u00f3ptimas (Shernoff, Abdi, Anderson y Csikszentmihalyi, 2014; Shernoff et al., 2016). Con base en investigaciones previas de Csikszentmihalyi y Schneider (2000), Shernoff (2013) formul\u00f3 el modelo conceptual de complejidad ambiental, argumentando que los contextos de aprendizaje \u00f3ptimos que promueven la participaci\u00f3n de los estudiantes pueden caracterizarse por la combinaci\u00f3n de desaf\u00edo ambiental y apoyo ambiental. En consonancia con el MASDM, la complejidad ambiental es un constructo que implica la presencia simult\u00e1nea de desaf\u00edo ambiental y apoyo ambiental (Shernoff et al., 2016). El desaf\u00edo ambiental tiene como objetivo guiar la acci\u00f3n o el pensamiento del estudiante, y el apoyo ambiental les ayuda a lograr los desaf\u00edos ambientales (Csikszentmihalyi et al., 1993). El apoyo ambiental se refiere a los recursos instrumentales, sociales y emocionales puestos a disposici\u00f3n para ayudar a los estudiantes a enfrentar los desaf\u00edos ambientales (Reeve &amp; Jang, 2006). En otras palabras, la participaci\u00f3n es mayor en las aulas (a) donde se ofrecen tareas desafiantes, variables, significativas e interesantes (b) con maestros que apoyan la autonom\u00eda de los estudiantes; y (c) proyectan altas expectativas en el alumnado y proporcionar comentarios claros y consistentes a los estudiantes (Jang, et al., 2016; Skinner et al., 2008).<\/p><p class=\"p1\">Referencias<\/p><p class=\"p2\">Csikszentmihalyi, M. (1993). Activity and happiness: Towards a science of occupation. <i>Journal of Occupational Science<\/i>, <i>1<\/i>(1), 38-42.<\/p><p class=\"p2\">Csikszentmihalyi, M. &amp; Schneider, B. (2000): Becoming Adults, New York: Basic.<\/p><p class=\"p2\">Jang, H., Kim, E. J., &amp; Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. <i>Learning and instruction<\/i>, <i>43<\/i>, 27-38.<\/p><p class=\"p2\">Reeve, J., &amp; Jang, H. (2006). What teachers say and do to support students&#8217; autonomy during a learning activity. <i>Journal of educational psychology<\/i>, <i>98<\/i>(1), 209.<\/p><p class=\"p2\">Shernoff, D. J., Abdi, B., Anderson, B., &amp; Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. In <i>Handbook of positive psychology in schools<\/i> (pp. 211-226). Routledge.<\/p><p class=\"p2\">Shernoff, D. J. (2013). Optimal Learning Environments to Promote Student Engagement. Advancing Responsible Adolescent Development. https:\/\/doi.org\/10.1007\/978-1-4614-7089-2<\/p><p class=\"p2\">Shernoff, D. J., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., &amp; Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction, 43, 52\u201360. <a href=\"https:\/\/doi.org\/10.1016\/j.learninstruc.2015.12.003\"><span class=\"s1\">https:\/\/doi.org\/10.1016\/j.learninstruc.2015.12.003<\/span><\/a><\/p><p class=\"p2\">Skinner, E., Furrer, C., Marchand, G., &amp; Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? <i>Journal of educational psychology<\/i>, <i>100<\/i>(4), 765.<\/p><p>\u00a0<\/p><figure id=\"attachment_251\" aria-describedby=\"caption-attachment-251\" style=\"width: 800px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-251\" src=\"https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-3-1024x353.jpg\" alt=\"\" width=\"800\" height=\"276\" srcset=\"https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-3-1024x353.jpg 1024w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-3-300x103.jpg 300w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-3-768x265.jpg 768w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-3.jpg 1385w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><figcaption id=\"caption-attachment-251\" class=\"wp-caption-text\">Figura 2 Componentes principales del ambiente de aprendizaje \u00f3ptimo<\/figcaption><\/figure><p>\u00a0<\/p><figure id=\"attachment_252\" aria-describedby=\"caption-attachment-252\" style=\"width: 800px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-252\" src=\"https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-4-1024x353.jpg\" alt=\"\" width=\"800\" height=\"276\" srcset=\"https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-4-1024x353.jpg 1024w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-4-300x103.jpg 300w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-4-768x265.jpg 768w, https:\/\/www.agenciabis.es\/investigacion\/wp-content\/uploads\/2023\/10\/instrumentos-investigacion-4.jpg 1385w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><figcaption id=\"caption-attachment-252\" class=\"wp-caption-text\">Figura 3 Componentes espec\u00edfico del ambiente de aprendizaje \u00f3ptimo<\/figcaption><\/figure>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>MODELO DE INVESTIGACI\u00d3N Premisa 3. Hacia un modelo de ense\u00f1anza-aprendizaje \u00f3ptimo Ambiente de aprendizaje \u00f3ptimo La investigaci\u00f3n sobre el flujo y la calidad de la experiencia en entornos de aprendizaje ha buscado capturar y explicar los factores del ambiente aprendizaje que facilitan las experiencias \u00f3ptimas (Shernoff, Abdi, Anderson y Csikszentmihalyi, 2014; Shernoff et al., 2016). [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":242,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-256","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/256","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/comments?post=256"}],"version-history":[{"count":5,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/256\/revisions"}],"predecessor-version":[{"id":558,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/256\/revisions\/558"}],"up":[{"embeddable":true,"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/pages\/242"}],"wp:attachment":[{"href":"https:\/\/www.agenciabis.es\/investigacion\/wp-json\/wp\/v2\/media?parent=256"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}