• Main Author: Patricia Tainta Sánchez
• Format: Article
• Language: English
• Published: Universidad de Navarra 2003-10-01
• Series: Estudios sobre Educación
• Subjects: Enseñanza estratégica; “Aprender a aprender”; Regulación del aprendizaje; Estrategias de aprendizaje
• Online Access: https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/25617

The revolution in communications technology has made possible for an unprecedented number of people to have access to a copious amount of information. But there is a downside to this phenomenon. The avalanche of inputs is making increasingly difficult to manage and to assimilate it. This situation constitutes an interesting “challenge” to the formal education system. Specifically, it must respond to the students’ urgent need for competencies that would allow them to effectively and efficiently find, select and transform available information into worthwhile knowledge. We believe that the best place to promote “self-learning” is in the classroom, that is, by using the curriculum content of each subject. In this regard, the teacher has a key role to play. A semi-structured and individual interview was conducted among forty Secondary teachers of Pamplona. The findings show that the transmission to students of learning strategies is casual or accidental rather than deliberate. Moreover, it also depends on the subject.