Study Behaviors In First Semester Undergraduate Natural Science Students In Pandemic And Post-Pandemic By Covid 19 Conductas de estudio en universitarios de primer semestre en licenciatura en ciencias naturales en pandemia y postpandemia por el covid 19

Abstract

The results of the research are framed in the global study that GCIE and GITS carry out in order to characterize the study behaviors of university students. We present the findings of first semester students of the Bachelor's Degree in Education in Natural Sciences at UFPS, about their study practices during the Covid 19 pandemic, when their education was developed at a non-attendance level, and in post-pandemic, when they were already attending the university. The study begins by rejecting the belief that students in higher education arrive with already formed study habits and recognizing that students face new demands in studying at the university level. The research, in characterizing study behaviors, sought to recognize the elements that constitute students' own study methods or techniques. It was approached from a quantitative approach with descriptive design. The participating students corresponded to 80% of those enrolled in the first semester, a questionnaire of open questions was applied to obtain more information about their study behavior, descriptive statistics were used for its analysis, after establishing categories in the answers: 1) Study practices 2) Environmental conditions of study and 3) Materials and strategies to study. The results on study behavior in pandemic were focused on the development of activities for the fulfillment of tasks assigned in the elaboration of workshops or guides. In post-pandemic, some study practices or behaviors were evidenced that are not framed in the concept of habit, more focused on reading notes, watching videos, consulting the Internet and fulfilling academic commitments. It is concluded that it is necessary for university students to learn to study, to develop study habits in order to process and transform knowledge for their learning, which implies another challenge for the teacher.