3.1 Efectos cognitivos ocultos de dos estilos contrapuestos de enseñanza

8/13/2019 3.1 Efectos cognitivos ocultos de dos estilos contrapuestos de enseanza

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TEACHING STRATEGIES ASINSTRUMENTS OF

SEMIOTIC MEDIATION

Nstor Daniel Roselli

IRICE (CONICET) ARGENTINA

[email protected]


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TEACHING IN A CONCEPTUAL VIEW

Is communicative interaction(a social activity mediated by lingistic

signs)

addressed to take notice of the symbolic social system calledculture (included the scientific knowledge)

(curriculum)

LEARNING(internalization in conscience as mental activity)


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Through a present exchange of communicative activity(negociation or social construction of meanings)

it is possible to incorporate in conscience

the symbolic social construction of the human history

This learning process needs a teaching external source

but then it is necessary the transfer of the controlof the activity to the own learner


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Teaching in a concrete view(as a social practice)

is a complex activity that involves

Social system

Physical system External symbolic systems

orallanguage

writtenlanguage

numeralsystem

system of graphicrepresentation

scientificvocabulary


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Teaching strategies

They are cultural instruments by

themselves

refer not only to different ways to learn culture

They have a semiotic effect on learningand the mental construction of knowledge

Each strategy involves a different conceptionand practice of teaching, and different learning results


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RESEARCH RESULTS

In this research we compare these three teaching styles. Groups of 5or 6 students from the first year of secondary school (13 years old)received teaching sessions (70`) following this quasi-experimentaldesign pre-test / post-test:

Expositive condition: 2 teachers, 2 classes each one.Participative condition: 2 teachers, 2 classes each one.Collaborative condition: 2 teachers, 2 classes each one.

The theme taught was a biological one: Birds. Pre and Post-test: open questionaire and a personal conversation aboutthem.

Procedure instruction: It was very general, to allow the teacher to usethis personal criteria. Aims:

a) To analyse non-explicit (hidden) aspects of teaching processb) To analyse learning results in many ways (qualitative andquantitative effects).


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TEACHING PROCESS

EXPOSITIVE PARTICIPATIVETEACHER

CONSTANCY INTRAINDIVIDUAL(fixed pattern)

VARIABILITY INTRAINDIVIDUAL(variable course)

Strong knowledge systematization Weak knowledge systematization

More dependence on the text (onlythemes coming from the text)

Less dependence on the text (manyemergent themes)

Based on oral discourse (less use ofexternal symbolic systems)

Based on oral discourse and the useof external symbolic systems

Restricted use of the space Free use of the space

Less use of gestures, mimics andhand movements

More use of gestures, mimics andhand movements


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TEACHING PROCESS

EXPOSITIVE PARTICIPATIVE

LEARNERShort participation High participation

Induced participation Induced and spontaneousparticipation

Participation: specially withquestions

Participation: questions, answersand affirmations

More quiter environment More noisier and relaxedenvironment


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LEARNING

EXPOSITIVE PARTICIPATIVELEARNER

Learning focused on the specifictopics that had been taught

More extended learning, includingconnected topics (emergent

knowledge)More interindividual heterogeneity More interindividual homogeneity

More dependence on teacher More independence from teacher

Less permanence on time of learnedknowledge More permanence on time of learnedknowledgeMore independent of the peer

interindividual supportMore dependent of the peer

interindividual support


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TEACHINGTEACHER

1. CONSTANCY / VARIABILITY INTRAINDIVIDUAL(fixed pattern / variable course)

1.1 Sequence of the general development (big topics)

Expositive Participative

Class 1 Class 2 Class 1 Class 2

Nancy ABCDE ABCDE Carlos ABCDE ABCDE

Ana ABCDE ABCDE Ins ABCDE ABCDE


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1.2. SEQUENCE OF SPECIFIC TOPICS

1.2.1. FEATHERS (A, B, C)

Nancy(expositive)

Class1

Class2

A A

B BC C

Carlos(participative)

Class1

Class2

A A

C BB C

Ana(expositive)

Class1

Class2

A AB BC C

Ins(participative)

Class1

Class2

A AB CC B

3

3

5

5

Scale: from 3 to 6.


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1.2.2. PHYSICAL EXPLANATION OF THE FLIGHT (A, B, C, D, E, F, G)

Nancy(exp)

Class 1 Class 2

A AB BC CD DE EF FG G

Carlos(part)

Class 1 Class 2

A AC BB CE D-- EG FD G

Ana(exp)

Class 1 Class 2

A A

B CC BD DE EF F

G G

Ins(part)

Class 1 Class 2

-- A

B CC BD DE EG F

F GScale: from 7 to 14

7 13

9 12


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2.2 Number of parcial synthesis in Feathers

NANCY Class 1: 0(expositive)

ANA Class 1: 0(expositive)

CARLOS Class 1: 3(participative)

Aa Ba Ca Ac Ab Bc Bb Cc Cb Ad Bd Cd

INS Class 1: 3(participative)

Aa Ab Ac AdBa Bb Bc BdCa Cb Cc Cd


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3.3 Dependence in the mention of minor themes: Topic Bb

Concepts N c. 1 A c. 1 C c. 1 I c. 1

No vuelo en elvaco X X X X

Estados de lamateria

X X X X

Agua: lquido Aire: gas

(ambos sonmateria)

X X X X

Formados pormolculas

X X

Tienen peso yvolumen

X

Son fluidos(estructura msflexible)

X X X

Ave: slido eninteraccin conmateria gaseosa

X X X X

6 7 5 4


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Analoga ave-avin en la explicacin fsica del vuelo.

Referencia a la explicacin del vuelo de un globo aerosttico.

Referencia explcita a la ley de gravitacin universal.

Otras funciones de las plumas, cortejo sexual, ahuyentar aotras aves, defensa.

Diferencias funcionales entre las alas y las extremidadessuperiores de los humanos.

Otros ejemplos de adaptacin morfolgica al medio en lasaves y en otras especies.

Otros ejemplos de adaptacin dinmica al medio en las avesy en otras especies.

EMERGENT THEMES FROM

THE P RTICIP TIVE CL SSES


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3.4 Linguistic dependence

Text (Topic Bb) N c. 1 A c. 1 C c. 1 I c. 1

El ave no es un cuerpo material que vuelaen el vaco

X X X X

La materia puede tener 3 estados X X X X

El aire es un gas X X X X

Est formado por molculas X X

Tiene peso y volumen X X

Impresiona nuestros sentidos X

Los lquidos y los gases son fluidos XTiene estructura ms flexible, ms libre einforme

X X X

Interrelacin entre un cuerpo slido y uncuerpo gaseoso que lo rodea

X X X X

7 9 5 4


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Nancy Class 1 Ana Class 1 Carlos Class 1 Ins Class 1

A B C D E A B C D E A B C D E A B C D E

Oral discourse X X X X X X X X X X X X X X X X X X X X

Embalmed Bird X X X X X X X

Picture whith manyBirds

X X X X X X X X X X X

Blackboard

Sketchestaken from

the text

X X X X

Own sketches X X

Key-wordsanddefinitions

X X X X X X X X X X X

Summarytables/

ConceptualMaps

X X X X X X

Students Notebooks orfolders (Dictation orguided formulation)

X X X X X X X X X X X X

Other Materials X

4. USE OF EXTERNAL SYMBOLIC SYSTEMS


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5. Use of the space

Nancyclass 1

Insclass 1

Anaclass 1

Carlosclass 1


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6. At present, we are analizing theuse of the body in teaching:

Gestures and mimics.

Hand movements


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LEARNERLearner participation

Induced SpontaneousQuestion Answer Affirmation Question Answer Affirmation

Nancy Class 1(expositive)

8 3 7 3 0 2

Ana Class 1(expositive)

12 4 6 5 1 1

Carlos Class 1

(partipative)

7 38 16 21 9 13

Ins Class 1(participative)

10 42 19 22 11 16


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ENVIRONMENT

Exposi t ive : more much quiterenvironment, without movement.

Part icipat ive: A much noisier and relaxedenvironment, with movement.


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Mean, SD, Median and Range of post-test in the specific taught topics .

Mean SD Median RangE N

Expositive 30,33 5,04 29,00 17 9 Participative 30,71 4,73 32,50 13 14

Collaborative 30,09 3,11 30,00 12 11

Note: Scale from 10 to 40

LEARNING LEARNER

1. Learning of specific topics (Taught topics)


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2. LEARNING OF NON-SPECIFIC TOPICS (CONNECTEDTOPICS)

Preguntas de asociacin y transferencia(temas no enseados especficamente)

1- Por qu hay que remar en un sentido para avanzar en elotro sentido?2- Qu ocurre si ests parado y te pasa un tren o un camina gran velocidad muy cerca, casi rozndote?Por qu?3- Ejemplos de adaptacin morfolgica (que no sean los

tratados en clase)4- Ejemplos de adaptacin dinmica o comportamental (queno sean los tratados en clase)5- Qu tienen en comn y en qu se diferencian los seresvivos de los objetos?


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2. Learning of non-specifictopics (connected topics)

Mean and SD of post-test in non-specificquestions.

Mean SD NExpositive 7,5 1,8 9

Participative 12,2 3,3 14

Collaborative 8,1 2,1 11

Note: Scale from 5 to 20. T test p < 0.01.


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3. HOMOGENEITY / HETEROGENEITY OFLEARNING RESULTS IN SPECIFIC TAUGHT TOPICS.

Distance pre-test / post-test in the specific taught topics.

I II III IV Total

Expositive 2 2 4 1 9 (22,22) (22,22) (44,44) (11,11) (100%)

Participative 1 9 3 1 14 (7,14) (64,29) (21,43) (7,14) (100%)

Collaborative 0 4 5 2 11 (0) (36,36) (45,45) (18,18) (100%)

Note: I: more distance, more progress.IV: less distance, less progress


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4. Dependence on the teacher4.1 Rememoration of sequence of thematic development

Mean SD N

Expositive

(Nancy and Ana, Class1)

6.16 0.98 9

Participative(Carlos and

Ins, Class1)

8.01 0.82 14

Note : Scale from 5 to 10. T test: p < 0.05 5: more coincidence10: more non-coincidence


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4. 2 . Lingistic dependence on the teacherExpositive (Nancy and Ana,

Class 1)Participative (Carlosand Ins, Class 1)

El ave no es un cuerpo material que vuela en elvaco

7 9

La materia puede tener tres estados 8 12

El aire es un gas 9 11

Interrelacin entre un cuerpo slido y un cuerpogaseoso

8 8

Proportion: 0.88 0.71

expositive participative

Coincidence 32 40

Non-coincidence 4 16

total 36 56

Chi square: p < 0.05


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5. Permanence of learning of specific topics (taughttopics). One month later

Mean SD Median Range NExpositive 25,00 4,26 25,00 14 9 Participative 26,80 5,99 27,00 18 10 Collaborative 20,22 1,98 20,00 6 9

Note: Scale from 10 to 40Mann-Whitney test: expositive / participative p=0.014


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6. Recovery of specific learning throughthe peer interindividual support

One month laterMean SD N

Expositive 26.60 4.33 9

Participative 29.48 4.02 10

Mann Whitney: p < 0.05.


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Learner Learner

ParticipativeTeacher Teacher

Expositive

Specific cognitive field

Amplificatedcognitivefield

Specificcognitivefield


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Cuadro sinptico de los conceptos enseados

3.1 Efectos cognitivos ocultos de dos estilos contrapuestos de enseñanza

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