Teachers’ Social Representations of Learning Shared by Private School: a Comparative Study

 

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Bibliographic Details
Authors: Leite, Ana Amábile Gabrielle Rodrigues, Araújo, Ludgleydson Fernandes de, Negreiros, Fauston
Format: artículo original
Status:Versión publicada
Publication Date:2020
Description:Objective. The aim was to understand private school teachers’ social representations of learning in the current technological landscape. Method. Forty teachers participated in the study; twenty of whom had Educational Robotic Technology embedded in their school curriculum; and twenty of whom did not. Data collection was carried out via a socio-demographic questionnaire, TALP and semi-structured interviews. The data were analyzed using Bardin’s technique of semantic networks and thematic content analysis. Results. Teachers with educational robotics in their curriculum-linked learning showed the construction of knowledge associated with a constructionist approach. Those who did not, conversely, elucidated learning with an instructional vision aimed at transmitting the knowledge that occurs through the search.
Country:Portal de Revistas UCR
Institution:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Language:Portugués
OAI Identifier:oai:portal.ucr.ac.cr:article/34652
Online Access:https://revistas.ucr.ac.cr/index.php/actualidades/article/view/34652
Keyword:Social representations
learning
teachers
Representações sociais
aprendizagem
professores