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This paper expresses part of the results of the investigation project (CIUNTR-401) "A pending matter: studies on the impact of the training model in Biology (joint UNT-Middle school) in the university students' academic performance. Part II". The goal of this study is to learn about the most frequent motivations and learning strategies of the first-year Odontology students. The instrument used to gather data is the Study and Learning Processes Evaluation Questionnaire. It was used individually and collectively in 98 voluntary students. The analysis of the results makes possible to evaluate the learning approaches adopted by a university student in his or hers study process. We found the predominance of students with a superficial approach (57/98) that show themselves to be extrinsically motivated; that nevertheless use both memory and comprehension learning strategies. A 25% of the students adopt a profound approach and 9% fit in neither of the mentioned categories. These learning characteristics provides us with important keys to understand the peculiarities of the academic learning of the students in question. The results suggest the need of continuing our studies in this line of research. [ABSTRACT FROM AUTHOR]

In this paper I attempt to contribute to the debate on curricular problems, introducing a device to read and interpret the school curriculum through three keys I consider components of curricular design and practices. The first key refers to the selection of legitimate school knowledge; the second one to the organization or classification of content; and the third one to the underlying teaching and learning theories in the sequencing of content. The text addresses each key individually, proving that the design of the official curriculum is first and foremost the expression of conflicts between approaches and traditions based on a prescribed text, with regulative effects in the teaching practices. Identifying the marks in pedagogic discourse implied in school curriculum is a critical means to read and interpret the selection, organization, and sequencing of content. [ABSTRACT FROM AUTHOR]