Percepción de estudiantes de derecho sobre la complejidad de las lecturas que integran el curso de Introducción al Derecho

Juan Pablo Zambrano Tiznado; Valentina Silva Berríos; Sebastián Andrés Sandoval Ayala; Alejandro Daniel Calzetta

doi:10.5354/0719-5885.2023.69268

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Perception of law students about the complexity of the readings that make up the Introduction to Law course

Authors

Juan Pablo Zambrano Tiznado Universidad de La Frontera https://orcid.org/0000-0003-0939-5996
Valentina Silva Berríos Universidad Alberto Hurtado https://orcid.org/0000-0001-9075-0224
Sebastián Andrés Sandoval Ayala Universidad Alberto Hurtado https://orcid.org/0000-0002-9355-5907
Alejandro Daniel Calzetta Universidad Alberto Hurtado https://orcid.org/0000-0003-2852-6947

Vol. 10 No. 1 (2023)

https://doi.org/10.5354/0719-5885.2023.69268

Abstract

This article explores the perception of law degree students at Alberto Hurtado University (Chile) about the reading given in the Introduction to Law course. The investigation arises, then, from the need to rationalize, on one side, the amount of text and, on the other side, the type of text distributed in that course. This is an exploratory, descriptive and transectional research where 66 students participated through a questionnaire about the most complex course of first year and about the reason of that complexity. The data shows that students agree on what makes a course complex, in terms of reading, its study materials.

Keywords:

Reading, academic literacy, legal field, legal education, reading problems

Author Biographies

Juan Pablo Zambrano Tiznado, Universidad de La Frontera

Juan Pablo Zambrano Tiznado is an academic at the Department of Legal Sciences
of the Faculty of Legal and Business Sciences of the University of La
Border (Chile). He is a doctor in Human Sciences with a mention in Discourse and Culture
from the Austral University of Chile. His email is juanpablo.zambrano @
ufrontera.cl. https://orcid.org/0000-0003-0939-5996.

Valentina Silva Berríos, Universidad Alberto Hurtado

Valentina Silva Berríos is a doctoral student in Law at the Faculty
of Law from the Alberto Hurtado University, she has a degree in Law from the University
from Valparaiso (Chile). Her email is valentinasilberr@gmail.com.
https://orcid.org/0000-0001-9075-0224.

Sebastián Andrés Sandoval Ayala, Universidad Alberto Hurtado

Sebastián Sandoval Ayala is a doctoral student in Law at the Faculty
of Law from the Alberto Hurtado University. He has a law degree
from the Alberto Hurtado University and a Master's Degree in Public Law from the University of Chile. His email is s.sandovalayala@gmail.com. https://orcid.
org/0000-0002-9355-5907.

Alejandro Daniel Calzetta, Universidad Alberto Hurtado

Alejandro Daniel Calzetta is an assistant professor of Legal Theory and Argumentation
Law School of the Alberto Hurtado University Law School.
He has a Law degree from the University of Buenos Aires and a PhD in Law
from the University of Genoa (Italy). His email is acalzetta @ uahurtado.
cl. https://orcid.org/0000-0003-2852-6947.

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How to Cite

Zambrano Tiznado, J. P., Silva Berríos, V. ., Sandoval Ayala, S. A., & Calzetta, A. D. (2023). Perception of law students about the complexity of the readings that make up the Introduction to Law course. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 10(1), pp. 273–292. https://doi.org/10.5354/0719-5885.2023.69268