Modelo constructivista y tradicional: influencia sobre el aprendizaje, estructuración del conocimiento y motivación en alumnos de enfermería

摘要

Objective: Compare the constructivist model influence and traditional on learning, knowledge structure and nursing student's motivation. Methods: This is a quasi-experimental study with pre-test and post-test. It is formed by two groups with n=60 nursing students each, a group without educational intervention (traditional), and one with educational intervention (constructivist). It applied three assessment instruments: structure of knowledge, achievement motivation, and evaluation of learning. Results: Interventions group presented significant statistically differences knowledge in structure (p= 0.039), achievement motivation (p=0.012), and learning (p=0.001). Regarding the structure, educational intervention group presented differences in dimensions: central concept, subordinate concept, and relationship between concepts, hierarchy and structure (p<0.05), while the use of proposals presented no statistics differences (p>0.05). Conclusions: the use of constructivist educational methodology by using problem-based learning and concept maps, improvement the structure of knowledge, collaborative work, and student's motivation.