{"id":21301,"date":"2024-10-29T09:43:59","date_gmt":"2024-10-29T08:43:59","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=21301"},"modified":"2024-10-30T08:59:46","modified_gmt":"2024-10-30T07:59:46","slug":"aprendre-malgrat-les-interrupcions","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/","title":{"rendered":"Aprendre malgrat les interrupcions"},"content":{"rendered":"

Aprendre malgrat les interrupcions<\/h1>\n
\"\"
Foto: Giovanna Cornelio. \/ Pixabay<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Jon Bustillo<\/strong><\/a><\/p>\n

 <\/p>\n

Tot i que l’escola \u00e9s una construcci\u00f3 social i l’ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual<\/strong>. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final<\/strong>. Aix\u00ed, quan augmenta el nombre d’elements que interfereixen la capacitat de concentraci\u00f3, el rendiment de l’estudi tendeix a ser pitjor. Una situaci\u00f3 que de ben segur que ens \u00e9s prou familiar en contextos on hi ha un exc\u00e9s d’est\u00edmuls que lluiten per captar la nostra atenci\u00f3.<\/p>\n

Els que portem anys al davant de l’alumnat sabem que, per al bon desenvolupament del proc\u00e9s d’ensenyament-aprenentatge, \u00e9s vital que tant els alumnes com els docents mantinguin la concentraci\u00f3<\/strong> en all\u00f2 que s’est\u00e0 tractant a l’aula. Quan aquesta concentraci\u00f3 es perd, ja no val la l\u00ednia argumental anterior i cal tornar a teixir-ne una de nova per intentar recuperar la posici\u00f3 anterior (Mercimek et al., 2020; van der Schuur et al., 2015). Mantenir el focus de l’alumnat sense que aquest perdi el fil discursiu \u00e9s una mena d’art docent que afavoreix l’aprenentatge i obre la porta a la comprensi\u00f3 de q\u00fcestions cada cop m\u00e9s complexes. Per\u00f2 qu\u00e8 passa quan dins del context de l’aula l’alumnat disposa de dispositius que estan robant permanentment la seva atenci\u00f3?<\/strong> La capacitat per aprendre es veu molt ressentida, i amb ella, la possibilitat de comprendre q\u00fcestions cada vegada m\u00e9s complexes, que a m\u00e9s de coneixements previs, requereixin una dosi de concentraci\u00f3 m\u00e9s gran.<\/p>\n

Els dispositius m\u00f2bils, malgrat les bondats educatives que defensen algunes persones, en la majoria dels casos suposen una interfer\u00e8ncia cont\u00ednua a l’aula (Altamura et al., 2022). Concentrar-se en qualsevol activitat que requereixi una bona dosi d’atenci\u00f3 continuada quan a la butxaca tenim un dispositiu que no para de vibrar (i sovint de de sonar), \u00e9s un acte que requereix un nivell d’autocontrol massa gran per a la majoria de persones (James , 2021). A m\u00e9s, si despr\u00e9s d’aquests avisos interminables trobem informacions que per a la seva comprensi\u00f3 no cal molta concentraci\u00f3, el premi \u00e9s doble i instantani. En aquest sentit, aprofitant el desenvolupament d’un treball fi de grau, una alumna va proposar mesurar a classe com eren aquestes interrupcions, quantes persones afectava i en quina mesura (Imaz & Bustillo, 2023).<\/p>\n

Per a aquest estudi, es va aprofitar l\u2019exist\u00e8ncia d\u2019un grup de missatgeria instant\u00e0nia en qu\u00e8 participava tot l\u2019alumnat de quart curs de la titulaci\u00f3 del grau en Educaci\u00f3 Prim\u00e0ria. S’hi va incloure un nou n\u00famero de tel\u00e8fon que l’alumnat no tenia identificat, des d’on es va programar l’enviament de missatges irrellevants amb l’activitat acad\u00e8mica en diferents contextos horaris, concretament a primera hora del mat\u00ed (abans d’anar a la facultat) , en horari de classe i a darrera hora del dia. Igualment, es van fer enviaments similars des d’un n\u00famero de tel\u00e8fon conegut per les persones integrants. En aquest cas, es va analitzar el temps que l’alumnat trigava a apar\u00e8ixer amb el doble check que oferia el servei de missatgeria, permetent calcular quant de temps havia transcorregut des de l’enviament del missatge fins a la lectura.<\/p>\n

Els resultats van mostrar que no hi havia difer\u00e8ncies rellevants entre els temps de resposta quan l\u2019alumnat estava fora o dins de classe, indicant que no es diferencia el context. Tamb\u00e9 es va observar que els temps de resposta eren menors quan els missatges eren enviats des d\u2019un tel\u00e8fon no conegut. Aix\u00f2 indica que, encara que els missatges no apareixien com a llegits, s\u00ed que havien estat avaluats pr\u00e8viament en funci\u00f3 de l’origen, mostrant que, tot i que no qued\u00e9s registrat, ja havien rebut atenci\u00f3. Finalment, nom\u00e9s un 33% de l’alumnat no va registrar haver llegit els missatges en horari lectiu; per contra, m\u00e9s d’un 30% ja els havia llegit abans de passar 3 minuts des de l’enviament.<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n
<\/td>\nHorari de l\u2019enviament dels missatges des d\u2019un tel\u00e8fono an\u00f2nim<\/td>\n<\/tr>\n
Abans de classe<\/td>\nHorari lectiu<\/td>\nDespr\u00e9s de classe<\/td>\n<\/tr>\n
10:00<\/strong><\/td>\n10:30<\/strong><\/td>\n11:30<\/strong><\/td>\n12:00<\/strong><\/td>\n14:15<\/strong><\/td>\n15:46<\/strong><\/td>\n17:36<\/strong><\/td>\n19:00<\/strong><\/td>\n20:00<\/strong><\/td>\n22:30<\/strong><\/td>\n<\/tr>\n
<3 min<\/strong><\/td>\n22%<\/td>\n24%<\/td>\n40%<\/td>\n38%<\/td>\n31%<\/td>\n40%<\/td>\n27%<\/td>\n33%<\/td>\n29%<\/td>\n42%<\/td>\n<\/tr>\n
3-10 min<\/strong><\/td>\n7%<\/td>\n13%<\/td>\n15%<\/td>\n11%<\/td>\n13%<\/td>\n11%<\/td>\n18%<\/td>\n18%<\/td>\n22%<\/td>\n11%<\/td>\n<\/tr>\n
10-30 min<\/strong><\/td>\n15%<\/td>\n18%<\/td>\n22%<\/td>\n18%<\/td>\n15%<\/td>\n20%<\/td>\n25%<\/td>\n18%<\/td>\n22%<\/td>\n20%<\/td>\n<\/tr>\n
30-60 min<\/strong><\/td>\n20%<\/td>\n18%<\/td>\n7%<\/td>\n16%<\/td>\n9%<\/td>\n11%<\/td>\n13%<\/td>\n13%<\/td>\n9%<\/td>\n11%<\/td>\n<\/tr>\n
>60 min<\/strong><\/td>\n36%<\/td>\n27%<\/td>\n16%<\/td>\n16%<\/td>\n33%<\/td>\n18%<\/td>\n16%<\/td>\n18%<\/td>\n18%<\/td>\n16%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Fte.: (Imaz & Bustillo, 2023)<\/h6>\n

 <\/p>\n

M\u00e9s enll\u00e0 de les limitacions metodol\u00f2giques que s\u2019hi poden apuntar, i de les que en som conscients, no hi ha dubte que el nostre alumnat est\u00e0 sent \u201cavisat\u201d cont\u00ednuament des del dispositiu m\u00f2bil. En aquest petit experiment nom\u00e9s s’ha analitzat una petita interacci\u00f3 en un \u00fanic grup de missatgeria. Per\u00f2 la realitat \u00e9s que el nostre alumnat \u00e9s part\u00edcip simult\u00e0niament de molts grups de missatgeria instant\u00e0nia, des d’on es reben cont\u00ednuament nombrosos avisos que roben la seva atenci\u00f3 i que no permet mantenir un fil conductor que exigeixi massa concentraci\u00f3. Tal com Mercimek et al., (2020) ens mostren, l’alumnat m\u00e9s avan\u00e7at \u00e9s l’\u00fanic que no es veuria gaire perjudicat per aquestes interrupcions a l’aula, perqu\u00e8 per a aquest grup<\/strong>, aix\u00f2 seria com un petit rep\u00e0s que no requereix tota la seva atenci\u00f3 . Per contra, l’alumnat que m\u00e9s necessita l’adquisici\u00f3 d’aquests coneixements que li permetin continuar avan\u00e7ant en la seva formaci\u00f3 i en la comprensi\u00f3 del m\u00f3n, resulta ser el m\u00e9s perjudicat; precisament els que han de fer un esfor\u00e7 d’autocontrol m\u00e9s gran per al qual, en la majoria dels casos, no estan preparats.<\/p>\n

No s\u00f3c partidari de les prohibicions, aquesta \u00e9s una arma que es pot utilitzar per a causes en qu\u00e8 dif\u00edcilment estaria d’acord. Per\u00f2 s\u00ed que crec que s’hauria d’intervenir per aconseguir que les aules siguin contextos d’aprenentatge d’acord amb l’esfor\u00e7 intel\u00b7lectual que s’hi requereix. En definitiva, com diria Hari (2023), haur\u00edem de recuperar el control sobre la nostra atenci\u00f3 a trav\u00e9s de la creaci\u00f3 d’espais amb nivells de distracci\u00f3 controlats.<\/strong><\/p>\n

\n
Refer\u00e8ncies:<\/strong><\/h6>\n

Altamura, L., Salmer\u00f3n, L., & Kammerer, Y. (2022). Instant messaging multitasking while reading: A pilot eye-tracking study. 2022 Symposium on Eye Tracking Research and Applications<\/em>, 1-6. https:\/\/doi.org\/10.1145\/3517031.3529237<\/p>\n

Hari, J. (2023). El valor de la atenci\u00f3n: Por qu\u00e9 nos la robaron y c\u00f3mo recuperarla<\/em>. Planeta.<\/p>\n

Imaz, O., & Bustillo, J. (2023). Mugikorra eta klasean arreta mantentzeko zailtasunak. IKASTORRATZA.e-journal on Didactics<\/em>, 26-41. https:\/\/doi.org\/10.37261\/30_alea\/2<\/p>\n

James, W. (2021). Clics contra la humanidad: Libertad y resistencia en la era de la distracci\u00f3n tecnol\u00f3gica<\/em>. Gatopardo.<\/p>\n

Mercimek, B., Akbulut, Y., D\u00f6nmez, O., & Sak, U. (2020). Multitasking impairs learning from multimedia across gifted and non-gifted students. Educational Technology Research and Development<\/em>, 68<\/em>(3), 995-1016. https:\/\/doi.org\/10.1007\/s11423-019-09717-9<\/p>\n

van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015). The consequences of media multitasking for youth: A review. Computers in Human Behavior<\/em>, 53<\/em>, 204-215. https:\/\/doi.org\/10.1016\/j.chb.2015.06.035<\/a><\/p>\n

\n

Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Tot i que l’escola \u00e9s una construcci\u00f3 social i l’ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final.<\/p>\n","protected":false},"author":4,"featured_media":21296,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[246],"tags":[2010,2012,2011,1966],"class_list":["post-21301","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-tecnologia-ca","tag-aprendre","tag-concentracio","tag-context","tag-dispositius"],"yoast_head":"\nAprendre malgrat les interrupcions - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Tot i que l'escola \u00e9s una construcci\u00f3 social i l'ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Aprendre malgrat les interrupcions - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"Tot i que l'escola \u00e9s una construcci\u00f3 social i l'ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/\" \/>\n<meta property=\"og:site_name\" content=\"Educational Evidence\" \/>\n<meta property=\"article:published_time\" content=\"2024-10-29T08:43:59+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-10-30T07:59:46+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/10\/cell-phone-1352613_1280.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"900\" \/>\n\t<meta property=\"og:image:height\" content=\"599\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"educational EVIDENCE\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Escrit per\" \/>\n\t<meta name=\"twitter:data1\" content=\"Jon Bustillo\" \/>\n\t<meta name=\"twitter:label2\" content=\"Temps estimat de lectura\" \/>\n\t<meta name=\"twitter:data2\" content=\"7 minuts\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/\"},\"author\":{\"name\":\"educational EVIDENCE\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#\\\/schema\\\/person\\\/91a8797f56f6a2e7ba6fd6297739bbf1\"},\"headline\":\"Aprendre malgrat les interrupcions\",\"datePublished\":\"2024-10-29T08:43:59+00:00\",\"dateModified\":\"2024-10-30T07:59:46+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/\"},\"wordCount\":1213,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2024\\\/10\\\/cell-phone-1352613_1280.jpg\",\"keywords\":[\"aprendre\",\"concentraci\u00f3\",\"context\",\"dispositius\"],\"articleSection\":[\"Tecnologia\"],\"inLanguage\":\"ca\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/\",\"name\":\"Aprendre malgrat les interrupcions - Educational Evidence\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2024\\\/10\\\/cell-phone-1352613_1280.jpg\",\"datePublished\":\"2024-10-29T08:43:59+00:00\",\"dateModified\":\"2024-10-30T07:59:46+00:00\",\"description\":\"Tot i que l'escola \u00e9s una construcci\u00f3 social i l'ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#breadcrumb\"},\"inLanguage\":\"ca\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"ca\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#primaryimage\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2024\\\/10\\\/cell-phone-1352613_1280.jpg\",\"contentUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2024\\\/10\\\/cell-phone-1352613_1280.jpg\",\"width\":900,\"height\":599,\"caption\":\"Foto: Giovanna Cornelio. \\\/ Pixabay\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/aprendre-malgrat-les-interrupcions\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Portada\",\"item\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Aprendre malgrat les interrupcions\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#website\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/\",\"name\":\"Educational Evidence\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"ca\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#organization\",\"name\":\"Educational Evidence\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"ca\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2023\\\/07\\\/educational_evidence_logo_horitzontal_blanc_negatiu.png\",\"contentUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2023\\\/07\\\/educational_evidence_logo_horitzontal_blanc_negatiu.png\",\"width\":3508,\"height\":1090,\"caption\":\"Educational Evidence\"},\"image\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#\\\/schema\\\/logo\\\/image\\\/\"}},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/ca\\\/#\\\/schema\\\/person\\\/91a8797f56f6a2e7ba6fd6297739bbf1\",\"name\":\"educational EVIDENCE\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"ca\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/litespeed\\\/avatar\\\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1775033882\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/litespeed\\\/avatar\\\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1775033882\",\"contentUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/litespeed\\\/avatar\\\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1775033882\",\"caption\":\"educational EVIDENCE\"},\"sameAs\":[\"https:\\\/\\\/educationalevidence.com\\\/\"],\"url\":\"\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Aprendre malgrat les interrupcions - Educational Evidence","description":"Tot i que l'escola \u00e9s una construcci\u00f3 social i l'ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/","og_locale":"ca_ES","og_type":"article","og_title":"Aprendre malgrat les interrupcions - Educational Evidence","og_description":"Tot i que l'escola \u00e9s una construcci\u00f3 social i l'ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final.","og_url":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/","og_site_name":"Educational Evidence","article_published_time":"2024-10-29T08:43:59+00:00","article_modified_time":"2024-10-30T07:59:46+00:00","og_image":[{"width":900,"height":599,"url":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/10\/cell-phone-1352613_1280.jpg","type":"image\/jpeg"}],"author":"educational EVIDENCE","twitter_card":"summary_large_image","twitter_misc":{"Escrit per":"Jon Bustillo","Temps estimat de lectura":"7 minuts"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#article","isPartOf":{"@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/"},"author":{"name":"educational EVIDENCE","@id":"https:\/\/educationalevidence.com\/ca\/#\/schema\/person\/91a8797f56f6a2e7ba6fd6297739bbf1"},"headline":"Aprendre malgrat les interrupcions","datePublished":"2024-10-29T08:43:59+00:00","dateModified":"2024-10-30T07:59:46+00:00","mainEntityOfPage":{"@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/"},"wordCount":1213,"commentCount":0,"publisher":{"@id":"https:\/\/educationalevidence.com\/ca\/#organization"},"image":{"@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#primaryimage"},"thumbnailUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/10\/cell-phone-1352613_1280.jpg","keywords":["aprendre","concentraci\u00f3","context","dispositius"],"articleSection":["Tecnologia"],"inLanguage":"ca","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/","url":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/","name":"Aprendre malgrat les interrupcions - Educational Evidence","isPartOf":{"@id":"https:\/\/educationalevidence.com\/ca\/#website"},"primaryImageOfPage":{"@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#primaryimage"},"image":{"@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#primaryimage"},"thumbnailUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/10\/cell-phone-1352613_1280.jpg","datePublished":"2024-10-29T08:43:59+00:00","dateModified":"2024-10-30T07:59:46+00:00","description":"Tot i que l'escola \u00e9s una construcci\u00f3 social i l'ensenyament-aprenentatge un acte col\u00b7lectiu, aprendre \u00e9s una activitat mental individual. Ning\u00fa no pot aprendre per una altra persona; sempre \u00e9s cadasc\u00fa qui incorpora els nous aprenentatges. En aquesta activitat intel\u00b7lectual el context t\u00e9 una incid\u00e8ncia directa en el resultat final.","breadcrumb":{"@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#breadcrumb"},"inLanguage":"ca","potentialAction":[{"@type":"ReadAction","target":["https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/"]}]},{"@type":"ImageObject","inLanguage":"ca","@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#primaryimage","url":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/10\/cell-phone-1352613_1280.jpg","contentUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/10\/cell-phone-1352613_1280.jpg","width":900,"height":599,"caption":"Foto: Giovanna Cornelio. \/ Pixabay"},{"@type":"BreadcrumbList","@id":"https:\/\/educationalevidence.com\/ca\/aprendre-malgrat-les-interrupcions\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Portada","item":"https:\/\/educationalevidence.com\/ca\/"},{"@type":"ListItem","position":2,"name":"Aprendre malgrat les interrupcions"}]},{"@type":"WebSite","@id":"https:\/\/educationalevidence.com\/ca\/#website","url":"https:\/\/educationalevidence.com\/ca\/","name":"Educational Evidence","description":"","publisher":{"@id":"https:\/\/educationalevidence.com\/ca\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/educationalevidence.com\/ca\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"ca"},{"@type":"Organization","@id":"https:\/\/educationalevidence.com\/ca\/#organization","name":"Educational Evidence","url":"https:\/\/educationalevidence.com\/ca\/","logo":{"@type":"ImageObject","inLanguage":"ca","@id":"https:\/\/educationalevidence.com\/ca\/#\/schema\/logo\/image\/","url":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/07\/educational_evidence_logo_horitzontal_blanc_negatiu.png","contentUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/07\/educational_evidence_logo_horitzontal_blanc_negatiu.png","width":3508,"height":1090,"caption":"Educational Evidence"},"image":{"@id":"https:\/\/educationalevidence.com\/ca\/#\/schema\/logo\/image\/"}},{"@type":"Person","@id":"https:\/\/educationalevidence.com\/ca\/#\/schema\/person\/91a8797f56f6a2e7ba6fd6297739bbf1","name":"educational EVIDENCE","image":{"@type":"ImageObject","inLanguage":"ca","@id":"https:\/\/educationalevidence.com\/wp-content\/litespeed\/avatar\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1775033882","url":"https:\/\/educationalevidence.com\/wp-content\/litespeed\/avatar\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1775033882","contentUrl":"https:\/\/educationalevidence.com\/wp-content\/litespeed\/avatar\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1775033882","caption":"educational EVIDENCE"},"sameAs":["https:\/\/educationalevidence.com\/"],"url":""}]}},"_links":{"self":[{"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/posts\/21301","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/comments?post=21301"}],"version-history":[{"count":5,"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/posts\/21301\/revisions"}],"predecessor-version":[{"id":21502,"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/posts\/21301\/revisions\/21502"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/media\/21296"}],"wp:attachment":[{"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/media?parent=21301"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/categories?post=21301"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educationalevidence.com\/ca\/wp-json\/wp\/v2\/tags?post=21301"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}