¿Cómo aprendí a dibujar? Las teorías de los niños sobre el aprendizaje

Scheuer, Nora; Pozo, Juan Ignacio; Cruz, Montserrat de la; Baccalá, Nora

doi:10.1174/021093901609497

Cited by 10 publications

(17 citation statements)

References 25 publications

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“…We interpret the conceptual change from one theory to another as a process of hierarchical integration involving increasing complexity, dynamization and internalization of the agent (Scheuer, Pozo, De la Cruz, & Baccalá, 2001;Scheuer et al, 2002), similar to the trend proposed by Dienes and Perner (1999) in their theory of knowledge as a progressive process and hierarchical explicitation of the three knowledge components: content, attitude and self. Thus, and seeking a parallel to the results obtained in the study of learning to draw by Scheuer et al (2006a), the youngest music students would talk about what notes they have to learn (content) in order to play the instrument.…”

Section: Figurementioning

confidence: 68%

Like Teacher, Like Student? Conceptions of Children From Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

López-Íñiguez

Pozo

2014

Cognition and Instruction

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More and more studies are dealing with the association between teachers' and students' conceptions of learning and teaching and their actual practices in the classroom. Nevertheless, few studies have directly researched the influence of teachers' conceptions on those held by their students. Our primary objective was to analyze the influence of music teachers' conceptions on the ideas held by their students regarding learning and teaching. We interviewed 60 children: 30 with teachers who held traditional conceptions of teaching and learning and 30 with teachers who held constructive conceptions. Data were collected using a structured interview after viewing videos in which the actors depicted instrument lessons corresponding to the three conceptions of teaching and learning identified in previous studies -direct, interpretative and constructive. The first analysis (ANOVA) was quantitative and considered the choice of videos. The second analysis was qualitative (lexicometric analysis), based on the explanations for those choices. The results showed that students reflected the conceptions corresponding to their teachers' profiles. The explanations from students in the constructive group were longer and more elaborate, focusing on learning processes and conditions as well as on student autonomy, whereas the traditional group focused on outcomes and responding to the teacher's instructions.Key Words: children's conceptions of learning and instruction; conceptual change; constructivism; music conservatoires; music education; teachers' conceptions of learning and 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Introduction Some of the most relevant factors in the change in teaching and learning practices are the conceptions held by educational agents regarding what happens in the classroom, what the goals of the activities are, expectations for the achievement of goals and the best ways to tackle tasks. This is even more important for supporting models such as those based on the constructivist approach, which transfer much of the control of learning to the student. As noted by Olson and Bruner (1996, p. 25) with reference to internalization of the learning focus:"What changes as we move from the simplest pedagogies to the most sophisticated, is the development of an increasingly internalist or insider's view of thinking, learning, and knowing. Externalist theories focus on what an adult can do to foster learning -a view that makes up the bulk of traditional educational psychology. Internalist theories, on the other hand, focus on what children can do, or what they think they are doing, and how learning can be premised on those intentional states".Thus, implementing teaching strategies that focus on the students themselves taking on more control of learning requires not only a change in teaching methodology but also that educationa...

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Section: Figurementioning

confidence: 68%

Like Teacher, Like Student? Conceptions of Children From Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

López-Íñiguez

Pozo

2014

Cognition and Instruction

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“…That is, the inclusion of increasingly specific and complex products does not lead to the omission of precursor products as drawings, just as the inclusion of procedural and representational changes is not accompanied by the omission of reference to various products. Congruent with the development of children's implicit theories about learning to draw referred to in the Background section (Scheuer et al , 2002; Scheuer, Pozo, et al , 2001), two related dimensions of change intervene here: increasing complexity and internalization of agency . These dimensions are illustrated through the shift from the focus on isolated products or exemplars to the integration of procedural and representational writing changes.…”

Section: Discussionmentioning

confidence: 99%

“…We elaborated a system of descriptive categories to analyse the products children produced in order to illustrate their writing production for each of the requested ages and the procedural and representational changes they introduced among writings for successive ages. The coding system was based on the categories developed in the previous drawing study (see Scheuer, Pozo, et al , 2001) by opening those categories referring to the results of learning (we have not considered here the other components of learning, i.e. conditions and processes) and by including a few new categories specifically pertaining to writing (e.g.…”

Section: Methodsmentioning

confidence: 99%

Children's autobiographies of learning to write

Scheuer

Cruz

Pozo

et al. 2006

Brit J of Edu Psychol

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription Children's Autobiographies As Learners of Writing 1Nora Scheuer (1, 2), Montserrat de la Cruz (1), Silvina Neira (1) and Juan Ignacio Pozo (3) (1) Universidad Nacional del Comahue, Argentina AbstractIn this work we study the history of the process of learning to write from the learners' insider perspective. Sixty children participated in an individual interview about the learning of writing. The main task was the request to write "as you used to when you were just beginning to write". This basic question was repeated for 1-year-intervals until the child's current age was reached. The anticipation of writing next year was also requested. Participants attended public schools in Bariloche, Argentina, and were equally distributed according to school level (Kindergarten, 1st Grade, 4th Grade), sociocultural environment (middle and marginate) and gender.Response categories identified the products and changes children included to illustrate on paper and refer orally their history and future as learners of writing. A Multiple Correspondence Factorial Analysis was applied to study relations among response categories and inter-subject variables. On the basis of the results thus obtained, we grouped and ordered categories into a Guttman Scale. Finally, a two-factor independent measures ANOVA was performed to examine the effect of school level, sociocultural environment and the interaction between factors on the scores obtained in the Guttman Scale. Results show a developmental shift from a focus on easily identifiable, isolated products (characteristic of a direct theory of learning), to the integration of procedural and representational changes (indicating an interpretative theory of learning). Proposed intervening dimensions of change are growing internalization and complexization. Everyday sociocultural environments presented particularly noticeable influences at initial stages.

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“…The interview-studies conducted by Scheuer et al (2001Scheuer et al ( , 2006 have consistently showed that 3-to 4-year-old children hold the direct theory of learning and instruction, which is understood as the most naïve and intuitive. This theory is thought to be implicitly developed as a result of preschoolers' everyday experiences in cultural settings, and more specifically because of their engagement in formal and informal educational settings.…”

Section: 11-direct Theorymentioning

confidence: 99%

“…This framework was called implicit theories approach (for some publications in English, see Authors, 2010;Scheuer, Pozo, de la Cruz, & Baccalá, 2001;Scheuer, de la Cruz, Pozo, Huarte, & Sola, 2006). The influences of several well-established research lines can be easily identified in this approach, with postulates coming from theory of mind (e.g., Wellman, 1990), personal epistemologies (e.g., Hofer & Pintrich, 2002), conceptual change in specific domains (e.g., Vosniadou, 1994), and models about knowledge acquisition grounded in the implicit/explicit cognitive perspective (e.g., Karmiloff-Smith, 1992;Pozo, 2003;Rodrigo, Rodríguez, & Marrero, 1993;Strauss, 2005).…”

Section: 1-implicit Theories As a Framework To Investigate Learninmentioning

confidence: 99%

Piano students' conceptions of learning, teaching, assessment, and evaluation

Bautista

Pé

rez-Echeverría

et al. 2012

Estudios de Psicología

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El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription 1 Estudios de Psicología, 2012, 33 (1), 79-104 (preprint) Piano students' conceptions of learning, teaching, assessment and evaluation BAUTISTA, A.; PÉREZ ECHEVERRÍA, M.P., POZO, J.I. y BRIZUELA, B AbstractArtistic domains of knowledge, such as music performance, have not raised the interest of researchers focused on intuitive conceptions and conceptual change. By adopting the frame of implicit theories, this article addresses the conceptions of learning and instruction held by students at professional music conservatories. More specifically, our aims were to study the conceptions of learning, teaching, and assessment/evaluation held by piano students at three developmental/instructional levels, and analyze whether their conceptions constituted theoretically consistent profiles. The participants, 215 students of Intermediate and Tertiary levels, were selected according to three levels of the combined variable "Age / Level of Instruction." Data was collected through a multiple-choice questionnaire, and analyzed with descriptive and non-parametric methods. The findings suggested that: a) students' conceptions tend to be more sophisticated as their age and education level increase; b) each developmental/instructional group is typically associated to different conceptions; c) three increasingly sophisticated profiles of conceptions can be identified among these students. Implications for conceptual change research and limitations of the study are discussed, and further lines of research are suggested.Keywords: Conceptual change; Implicit Theories; Conceptions; Music students Concepciones de estudiantes de piano sobre el aprendizaje, la enseñanza y la evaluación ResumenLos dominios de conocimiento artístico, como la interpretación musical, no han despertado el interés de los investigadores en concepciones intuitivas y cambio conceptual. Adoptando el marco de teorías implícitas, este estudio aborda las concepciones sobre el aprendizaje y la instrucción mantenidas por estudiantes de conservatorios profesionales de música. Específicamente, nuestros objetivos fueron estudiar las concepciones sobre aprendizaje, enseñanza, evaluación/acreditación 2 mantenidas por estudiantes de piano de tres niveles evolutivo/educativos, y analizar si dichas concepciones constituían perfiles teóricamente consistentes. Los participantes, 215 estudiantes de Grado Medio y Superior, fueron seleccionados de acuerdo a tres niveles de la variable combinada "Edad / Nivel de Instrucción". Los datos fueron recogidos mediante un cuestionario de opción múltiple, y analizados mediante métodos descriptivos y no-paramétricos. Los resultados sugieren que: a) las concepciones de estos estudiantes tienden a ser más sofisticadas a medida que avanza su edad y nivel educativo; b) cada grupo evolutivo/educativo está típicamente asociado a diferentes concepciones; c) entre los estudiantes pueden identificarse tres perfiles de co...

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¿Cómo aprendí a dibujar? Las teorías de los niños sobre el aprendizaje

Cited by 10 publications

References 25 publications

Like Teacher, Like Student? Conceptions of Children From Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

Like Teacher, Like Student? Conceptions of Children From Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

Children's autobiographies of learning to write

Piano students' conceptions of learning, teaching, assessment, and evaluation

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