Teachers’ Social Representations of Learning Shared by Private School: a Comparative Study
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| Autores: | , , |
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| 格式: | artículo original |
| 状态: | Versión publicada |
| Fecha de Publicación: | 2020 |
| 实物特征: | 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. |
| País: | Portal de Revistas UCR |
| 机构: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 语言: | Portugués |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/34652 |
| 在线阅读: | https://revistas.ucr.ac.cr/index.php/actualidades/article/view/34652 |
| Palabra clave: | Social representations learning teachers Representações sociais aprendizagem professores |