<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000300241</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.44222</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis lexicométrico aplicado al estudio de las concepciones de aprendizaje]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise lexicométrica aplicada ao estudo das concepções de aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Lexicometric analysis applied for studying conceptions of learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terrazas]]></surname>
<given-names><![CDATA[Walter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Norte  ]]></institution>
<addr-line><![CDATA[Antofagasta Antofagasta]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>61</numero>
<fpage>241</fpage>
<lpage>255</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000300241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000300241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000300241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las concepciones de aprendizaje han sido principalmente investigadas a trav&#233;s de un enfoque denominado fenomenograf&#237;a. No obstante su aporte a la sistematizaci&#243;n te&#243;rica de las mismas, recientemente se ha generado un debate en torno a algunas de sus bases metodol&#243;gicas y conceptuales. Este art&#237;culo aborda esta discusi&#243;n presentando las concepciones de aprendizaje identificadas a trav&#233;s de un enfoque metodol&#243;gico diferente, el an&#225;lisis lexicom&#233;trico. Entrevistas semiestructuradas, que incluyeron el proceso y resultado del aprendizaje, fueron aplicadas a 29 estudiantes universitarios de primer a&#241;o y posteriormente analizadas con el apoyo del programa Alceste. Los resultados indican que las concepciones del aprendizaje comprenden el hecho de memorizar, aplicar y comprender contenidos as&#237; como la congruencia entre teor&#237;a y pr&#225;ctica. Son discutidos los procedimientos de la metodolog&#237;a utilizada, su rol en la identificaci&#243;n de concepciones de aprendizaje y la comparaci&#243;n con resultados de investigaciones previas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Concep&#231;&#245;es de aprendizagem t&#234;m sido investigadas principalmente atrav&#233;s de uma abordagem chamada fenomenografia. No entanto, a contribui&#231;&#227;o para a sua sistematiza&#231;&#227;o te&#243;rica tem gerado recentemente um debate acerca de algumas de suas bases metodol&#243;gicas e conceituais. Este artigo aborda esta discuss&#227;o, apresentando as concep&#231;&#245;es de aprendizagem identificadas atrav&#233;s de uma abordagem metodol&#243;gica de an&#225;lise diferente, a an&#225;lise lexicom&#233;trica. Entrevistas semiestruturadas, que inclu&#237;ram o processo de aprendizagem e os resultados, foram aplicadas a 29 estudantes universit&#225;rios do primeiro ano e, posteriormente, analisadas com o apoio do programa Alceste. Os resultados indicam que as concep&#231;&#245;es de aprendizagem abarcam o ato de memorizar, aplicar e compreender o conte&#250;do, assim como a coer&#234;ncia entre teoria e pr&#225;tica. S&#227;o discutidos os procedimentos da metodologia utilizada, o seu papel na identifica&#231;&#227;o de concep&#231;&#245;es de aprendizagem e a compara&#231;&#227;o com resultados de pesquisas anteriores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Learning conceptions have been mainly investigated through an approach called phenomenography. Although this approach has made contributions to the theoretical systematization of such conceptions, a debate about some of its methodological and conceptual bases has recently been opened. This article addresses this discussion by introducing a different methodological approach to the conceptions of learning: the lexicometric analysis. Data was collected by applying semi-structured interviews, which included the learning process and the results, to 29 freshmen and subsequently analyzed with the aid of the Alceste software. Results show that the conceptions of learning include memorizing, applying and understanding content as well as the congruence between theory and practice. The procedures of the methodology used, their role in identifying conceptions of learning and the comparison with the results of previous research are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[análisis de contenido.]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[análise de conteúdo.]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[content analysis.]]></kwd>
</kwd-group>
</article-meta>
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