Aplicabilidad y repercusiones de la obra de Piaget en la práctica educativa     

Francisco Marro 《Infancia y Aprendizaje》2013,36(23):1-21

Resumen

Este trabajo completa la exposición de los resultados de una investigación acerca de la aplicabilidad y las repercusiones educativas de la teoría genética, iniciada ya en una publicación anterior. En la primera parte se recuerda la vocación epistemológica de la psicología genética, se relacionan las aportaciones de Piaget con las de los teóricos de la escuela nueva (Claparède, Dewey…) y se expone un cuadro esquemático de las diferentes concepciones posibles de la aplicabilidad educativa de la teoría. En la segunda parte se muestra, a partir de un estudio empírico, la poca repercusión de aquélla en ta práctica real y se discuten las posibles razones de este hecho.  相似文献   

When arts and crafts education meets Fascism: the Friuli mosaic school, 1922-1943     

Simone Battiston  Javier P. Grossutti 《History of education》2013,42(6):751-768

This paper examines the early history of the Friuli Mosaic School (FMS), an Italian arts and crafts school specialising in mosaic and terrazzo. The history of the FMS opens up a rare window into an often-overlooked field in the history of education: arts and crafts schools in Fascist Italy (1922–1943). Then, the FMS excelled in mosaic education and production and gained the trust of the regime, which notably commissioned the school to produce large mosaic works for the Foro Italico sports complex in Rome. Yet, as this paper contends, the FMS–Fascist Italy relationship was primarily functional rather than political. Similarly, the FMS adopted a pragmatic approach in times of economic hardship by becoming an active agent for its students and alumni who were compelled to emigrate. The migrant trajectory of alumnus Ettore Lorenzini to the United States was paradigmatic of this.  相似文献   

Effects of cooperative learning on perceived competence,motivation, social goals,effort and boredom in prospective Primary Education teachers / Efectos del aprendizaje cooperativo sobre la competencia percibida,la motivación,las relaciones sociales,el esfuerzo y el aburrimiento de futuros docentes de Educación Primaria     

Javier Fernández-Río  Jose A. Cecchini  Antonio Méndez-Giménez 《Infancia y Aprendizaje》2013,36(1):57-89

Abstract

The main goal of this study was to analyze the effects of an intervention programme based on cooperative learning on several motivational variables in prospective teachers. 264 students of Primary Education Teacher Training participated. Prior to the intervention, a theoretical model was designed to explain the relations among the different variables. The intervention programme was applied to the experimental group during a 12-week period, while the control group experienced a traditional instructional approach. A questionnaire was designed using different validated subscales (PMCSQ-2, BPNS, PLOC, SGS-PE, PES) to gather data. The predictive theoretical model was tested using a structural equation analysis with the data obtained, which showed that the predictive model was correct, and significant improvements were seen in the experimental group only in terms of levels of perceived competence, self-determined motivation, effort, responsibility and relationships, and a significant decrease was seen in boredom. With regard to gender, women showed significantly different results in Competence and Boredom. Cooperative Learning has been proven to be a positive instructional model in Teacher Education.  相似文献   

Modelos de lectura y dislexias     

Fernando Cuetos  Francisco Valle 《Infancia y Aprendizaje》2013,36(44):3-19

Resumen

En este artículo se hace una revisión de las dislexias a partir de los modelos de lectura. Para ello se comienza por describir el modelo de lectura que, según los datos empíricos, rige la ejecución de los lectores normales. A partir de la literatura publicada se puede comprobar que los diferentes tipos de trastornos lectores se pueden explicar a partir del modelo. Se termina comentando las importantes implicaciones de este enfoque en el tratamiento de las dislexias en particular y en los métodos de enseñanza de la lectura en general.  相似文献   

Action Imitation at 1½ Years Is Better Than Pointing Gesture in Predicting Late Development of Language Production at 3 Years of Age     

Imac M. Zambrana  Eivind Ystrom  Synnve Schjølberg  Francisco Pons 《Child development》2013,84(2):560-573

This study examined whether poor pointing gestures and imitative actions at 18 months of age uniquely predicted late language production at 36 months, beyond the role of poor language at 18 months of age. Data from the Norwegian Mother and Child Cohort Study were utilized. Maternal reports of the children's nonverbal skills and language were gathered for 42,517 children aged 18 months and for 28,107 of the same children at 36 months. Panel analysis of latent variables revealed that imitative actions, language comprehension, and language production uniquely contributed to predicting late development of language production, while pointing gestures did not. It is suggested that the results can be explained by underlying symbolic representational skills at 18 months.  相似文献   

Problemática psicopedagógica de la formación profesional     

Ferran Miquel  Teresa Mauri  Francisco Roca 《Infancia y Aprendizaje》2013,36(13):121-132

Resumen

Pretendemos analizar la situación en que se encuentra el muchacho de 16 años que termina la formación profesional de primer grado y quiere empezar a trabajar. El analisis se situa en la problematica psicopedagogica que representa la F.P. cuando dice preparar para la formación personal, para proseguir estudios, una vez realizados los dos cursos iniciales, a niveles superiores de B.U.P. y también respecto a la formación profesional especifica, que inserta en el mundo del trabajo.  相似文献   

Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa     

César Coll  Rosa Colomina  Javier Onrubia  M.a José Rochera 《Infancia y Aprendizaje》2013,36(59-60):189-232

Resumen

El artículo presenta las principales opciones teóricas y metodológicas de un proyecto de investigación cuyo objetivo principal es el estudio de algunos mecanismos de influencia educativa que se manifiestan en, o actúan a través de, la interacción profesor/grupo de alumnos y adulterino. Utilizando como punto de partida el concepto de interactividad, término acuñado para designar las formas de organización de la actividad conjunta en torno al contenido o tarea que están llevando a cabo los participantes, se analizan dos mecanismos de influencia educativa: la cesión y el traspaso progresivos del control y la responsabilidad y la construcción progresiva de sistemas de significados compartidos.  相似文献   

Misconceptions on geometric optics and their association with relevant educational variables     

F. Javier Perales Palacios  Francisco Nievas Cazorla  Agustin Cervantes Madrid 《International Journal of Science Education》2013,35(3):273-286

The topic of geometrical optics was chosen to diagnose the preconceptions of 44 trainee teachers in this subject area. The scores obtained from a pretest were examined with respect to several variables describing cognitive, academic and social factors. The results suggest that both students’ level of cognitive development and their pre‐knowledge should be taken into account in developing an integrating paradigm for science teaching. Cognitive style appears as a further variable to be considered in this.  相似文献   

The Effect of External Representations on Compare Word Problems: Supporting Mental Model Construction     

David Múñez  Josetxu Orrantia  Javier Rosales 《Journal of Experimental Education》2013,81(3):337-355

This study explored the effectiveness of external representations presented together with compare word problems, and whether such effectiveness was moderated by working memory. Participants were 49 secondary school students. Each participant solved 48 problems presented in 4 presentation types that included 2 difficulty treatments (number of steps and language consistency). Data from errors and response times indicated that adding a graph to compare word problems helped accuracy (d =.60) and response time (d =.44). This effect was larger for difficult and cognitively demanding problems. Findings suggest that external representations might help problem-solvers build a mental model of the described problem situation. In addition, working memory was not found to moderate the effectiveness of external representations.  相似文献   

The formalization of the university: rules, roots, and routes   总被引：1，自引：0，他引：1  

Francisco O. Ramirez  Tom Christensen 《Higher Education》2013,65(6):695-708

This article examines changes in the formal organization of two universities and two schools within these universities, the University of Oslo and Stanford University. We focus on role differentiation, rule formation, and resource seeking structures and describe organizational developments along these dimensions. We find that both these universities travel similar routes involving greater role differentiation, rule formation, and resource seeking activities. Both universities more explicitly function as organizational actors influenced by a global environment that favors the more socially embedded and the more managed university. However, we also find persistent differences in how these universities respond to the global environment, differences that reflect the different historical roots of different universities. A tradition of professorial self-governance at the University of Oslo, for example, fosters greater resistance to the managed university ideal. The latter emerges earlier and develops to a greater degree at Stanford University. We conclude that university routes are influenced both by common (now globalized) rules of the game and by their different organizational roots. We use ideas from the neo-institutional and path dependency perspectives to make sense of both growing commonalities and persistent differences.  相似文献