Learning Potential Assessment: Representations and Impact on the Cognitive Behavior of University Students

Authors

DOI:

https://doi.org/10.4067/S0718-73782024000200221

Keywords:

Learning potential assessment, Mediated learning experience, Structural cogitive modifiability, Representacional and perceptual change, Cognitive beahavior

Abstract

The research aimed to describe the changes that occurred in the representations of 23 university students regarding the phenomenon of assessing learning potential and the perception of their own cognitive behavior after experiencing dynamic mediated assessment processes of learning propensity in the context of the Feuerstein method. Besides, it was intended to determine to what extent these representations and perceptions conditioned the levels of cognitive efficiency and index of modifiability cognitive structural. For such effect, a convergent mixed case study was executed, resulting in a representational change in the meaning assigned to an assessment of learning potential. The mediated dynamic assessment experiences of learning propensity’s exposure had an impact on the subjects' perceptions of their own cognitive behavior, since they reported experiencing fewer negative affective states and an increased sense of competence. Perceptions inconspicuously impacted awareness of cognitive strengths as well as cognitive weaknesses. Eventually, it was reported that 50% of a subsample achieved a moderate-to-high index of modifiability cognitive and that 61% of the students improved their levels of cognitive efficiency.

Author Biographies

Ivette Doll Castillo, Universidad de Playa Ancha

Teacher of Special Education, Master in Education, mention in Cognitive Development and PhD in Education from the University of Almeria, Spain. Currently, she works as an undergraduate and postgraduate professor in the Disciplinary Department of Pedagogy of the Faculty of Education Sciences of the Universidad de Playa Ancha and as a professor of the Special Education Pedagogy Degree of the Faculty of Philosophy and Education of the Universidad Católica de Valparaíso. She works as a peer evaluator at the National Accreditation Commission of the Republic of Chile and at the National Agency for Evaluation and Accreditation of Higher Education in Paraguay. He specialised in Structural Cognitive Modifiability in the network of authorised centres of the Feuerstein Institute. Her lines of research are related to the field of thought development in educational contexts. She has held professional and managerial positions in several Chilean universities, in school education centres and in institutions that care for people on the autistic spectrum.

Claudio Parra Vásquez, Universidad Andrés Bello

Professor of Language and Communication, BA in Language and Hispanic Literature, MA in Applied Linguistics, with doctoral studies at the University of Almeria, Spain. He currently works as an undergraduate and postgraduate lecturer and academic secretary in the Faculty of Education and Social Sciences at the Andrés Bello University in Chile. He completed advanced studies in Structural Cognitive Modifiability (SCM) and Learning Propensity Dynamic Assessment (LPAD) at the Feuerstein Institute's network of training centres. As an SCE Trainer he was authorised by the International Center for the Enhancement of Learning Potential (ICELP/Jerusalem) to train educational professionals in the application of the Feuerstein Method's Instrumental Enrichment Programme. He has given more than forty university lectures in higher education institutions in Chile and Latin America. His professional vocation has led him to provide pedagogical and managerial services at all levels of the education system (school, higher and technical-vocational), from where he has promoted innovation projects with national impact.

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Published

2024-12-01

How to Cite

Doll Castillo, I., & Parra Vásquez, C. (2024). Learning Potential Assessment: Representations and Impact on the Cognitive Behavior of University Students. Latin American Journal of Inclusive Education, 18(2), 221–240. https://doi.org/10.4067/S0718-73782024000200221

Issue

Vol. 18 No. 2 (2024): School Reinsertion and Re-entry: Challenges for Inclusive Education

Section

Temática Libre

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Copyright (c) 2024 Latin American Journal of Inclusive Education

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