Cultura y procesos cognitivos: hacia una psicología cultural     

Manuel L. de la Mata  Juan Daniel Ramírez 《Infancia y Aprendizaje》2013,36(46):49-70

Resumen

Se hace una revisión de las investigaciones cognitivas transculturales de las últimas décadas. De estos estudios se deriva una serie de problemas metodológicos que cuestionan la validez de sus resultados. En el plano teórico, por otra parte, ha prevalecido un enfoque de caja negra que no ha permitido desvelar los mecanismos de influencia de lo cultural sobre lo cognitivo. Se defiende un planteamiento nuevo, que se sitúa en la línea del enfoque sociocultural de la psicología soviética, que centra los análisis en los contextos culturales y que toma las nociones de actividad y zona de desarrollo próximo como herramientas conceptuales para el estudio de la relación entre cultura y procesos cognitivos.  相似文献   

Late phonological development in Spanish children with bilateral hearing loss / Desarrollo fonológico tardío en niños españoles con pérdidas auditivas bilaterales     

Verónica Martínez  Ana Herrero  Gary Morgan 《Infancia y Aprendizaje》2013,36(4):829-870

Abstract

This study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid.  相似文献   

Cognitive apprehension in visual pattern generalization problems / Aprehensión cognitiva en problemas de generalización de patrones visuales     

María Luz Callejo  Álvaro García-Reche 《Infancia y Aprendizaje》2013,36(4):783-828

Abstract

The objective of this study was to identify cognitive apprehensions used by fifth- and sixth-grade students (10–12-year-olds) when answering far generalization questions in two problems of visual pattern generalization. A total of 81 students solved two linear generalizing problems, presented in two different configurations, in a succession of figures (square tables or trapezoid tables). The results showed that students used different types of cognitive apprehensions to solve problems and that these apprehensions sometimes changed according to the configuration of the sequence of figures. This finding indicates that configurations could determine apprehensions used by students, which in some cases led to the emergence of algebraic thinking. In addition, difficulties in modifying apprehension and a lack of coordination between spatial and numerical structures could explain some students’ difficulties in far generalization.  相似文献   

The relationship between formative assessment systems,academic performance and teacher and student workloads in higher education / Relación entre sistemas de evaluación formativa,rendimiento académico y carga de trabajo del profesor y del alumno en la docencia universitaria     

Rosario Romero-Martín  Antonio Fraile-Aranda  Víctor-Manuel López-Pastor 《Infancia y Aprendizaje》2013,36(2):310-341

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The study of the pupil’s cognitive structure: the concept of angle     

Luis M. Casas-García  Ricardo Luengo-González 《European Journal of Psychology of Education - EJPE》2013,28(2):373-398

The present research approached a problem which has a twofold aspect: the concept of angle and the techniques needed to represent how pupils construct that concept in their cognitive structure during their years in school. In order to access the knowledge of the concept of angle, we used the pathfinder associative networks. This technique provided us with the data of the 458 networks of the participating students, using 11 concepts related to the general concept of angle. We used quantitative indicators on the network characteristics: coherence, complexity, and similarity with others. Results showed how the pupil’s cognitive structure evolutioned during instruction and what were the most relevant concepts for them. On the basis of the results, we have proposed what we call the “Theory of Nuclear Concepts” which offers a new focus to understanding how the processes of teaching and learning occur.  相似文献   

Student teacher reflective writing: what does it reveal?     

Juanjo Mena-Marcos  María-Luisa García-Rodríguez  Harm Tillema 《欧洲师范教育杂志》2013,36(2):147-163

Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their practicum and produced reflective accounts to identify and think about problems they encountered in their teaching practice. The written reports were analysed for precision or explicitness of statements in relation to types and levels of knowledge generated in reflection. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. We interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.  相似文献   

Information systems in Czech agriculture: Implications for research and the study of agricultural extension     

M. Slavík 《The Journal of Agricultural Education and Extension》2013,19(4):177-184

Recent and rapid changes have occurred in the structure of agriculture in the Czech Republic. These have been accompanied by innovation in the provision of information and advice to farmers and also in the role of the Agricultural Universities (especially in Departments of Education) and in the teaching of Agriculture in vocational secondary schools. The information resource for agriculture has been developed by encouraging sources and centres from which information and advice can be obtained by farmers, rather than by the introduction of a formalised national Extension Service. Hence, the emerging system is based on farmers constructing their own information systems as responses to what they perceive to be their needs and what they find most useful. Research was conducted during 1998 – 2000 to establish farmer priorities for information, and the relative uses made of 20 possible sources, by small-scale and large-scale private farmers, by company farms and the new cooperatives. Evidence was also obtained about some recent and current changes in needs and sources. Transfer of information between farms was shown to be very important. An assessment was also made of the levels of farmer optimism about the future of their farms. The small-scale farmers were the most numerous (39,6 %) optimistic respondents. Suggestions are made for the development of curricula for teaching Extension in the Czech Republic and also, significantly, the essential data that have been collected to establish a baseline for future analyses to monitor changes which are on-going in the information systems.  相似文献   

Self-regulating activity: use of metacognitive guides in the interpreting classroom     

Maria Dolors Cañada  Marta Arumí 《Educational Research and Evaluation》2013,19(3):245-264

This research studies the development of metacognitive skills in students of consecutive interpreting from German into Spanish. The purpose is to discover which self-regulating processes appear after introducing a specific pedagogical action based on metacognitive guides. Our hypothesis is that self-regulating activity will increase as work with the guides advances. We also analyse the changes which occur as the course progresses. The analysis of the corpus enables us to describe metacognitive activity in consecutive interpretation students and also to justify the introduction of a component of self-regulation in teaching andlearning processes. The research contributes to pedagogical development in consecutive interpretation since it sheds light on how to use effective teaching and learning patterns that can lead to self-regulation.  相似文献   

Sexuality and human reproduction: a study of scientific knowledge,behaviours and beliefs of Portuguese future elementary school teachers     

Luísa Veiga  Filomena Teixeira  Isabel Martins  António Meliço‐Silvestre 《Sex education》2013,13(1):17-29

Sex education in Portugal has become a right and an obligation starting in the first years of school. However, despite being required by legislation, this is not easy to achieve, partly because of weaknesses in the training of teachers, which need to be identified. In this study, data were collected about the knowledge, behaviours and beliefs of 148 teacher trainees of elementary education (6–10 years old) from two Portuguese public higher education institutions. The topic of sexuality and human reproduction had been covered by almost all of them during their initial training and was considered important by most of them. Nevertheless, about 85% asserted they are not confident enough to teach this topic to small children in a classroom and committed scientific errors about physiological‐anatomical aspects of the human body. All subjects felt that there is a lack of specific didactic materials, which does not help to overcome those obstacles. It was also possible to identify in these future teachers risky sexual practices resulting, in part, from their beliefs, which could have implications about the way the topic will be approached in the classroom. These findings show how essential it is for training institutions to pay greater attention to the education of future elementary school teachers in this area.  相似文献   

Children’s views and preferences regarding their outdoor environment     

Kristín Norðdahl  Jóhanna Einarsdóttir 《Journal of Adventure Education & Outdoor Learning》2013,13(2):152-167

This study aims to enhance awareness of what young children want to do outside and their preferences regarding their outdoor environment. Views of children as active participants, the affordance of the environment and the importance of place for children’s learning constitute the theoretical background of the study. The study was part of a research and development project on education for sustainable development in which preschool children and compulsory school children participated in decision-making about how their common school ground should be constructed. Data were gathered through observations and interviews with children and teachers. The findings show that the children wanted to challenge themselves as well as to be secure, explore things, be in contact with others, find or create nests and enjoy beautiful things outdoors. The children highly valued the natural environment and liked diversity in playground equipment.  相似文献