Keywords
Trabajo autónomo guiado
Docencia universitaria
Aprendizaje profundo Music theory
Self-regulated learning
University teaching
Deep learning
How to Cite
Abstract
This exploratory and descriptive research and innovation in university teaching was carried out between August and December 2024 in theoretical-procedural subjects from 4 departments of the University of La Serena (ULS): Mathematics, Construction Engineering, Mechanical Engineering, and Music. Data was collected on students' perceptions regarding the implementation of a methodological innovation designed to enhance the teaching-learning process of theoretical-procedural content, which has the following objectives: 1) Increase the ability to remember and recognize elements and concepts in less time; 2) Improve the ability to solve theoretical-procedural problems in less time; 3) Develop the ability to integrate content and generalize concepts; 4) Enhance student commitment and autonomy. The initial stage of the research project, described in this article, focused on music theory. It laid the groundwork for a longer-term research proposal that will corroborate the usefulness and benefits of the proposed methodological innovation. This article presents the results obtained in the area of music theory teaching, where theoretical and procedural content from music literacy courses in the Bachelor of Music Program at the University of La Serena, Chile, was taught.
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