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Search Results: 1 - 10 of 47505 matches for " Christian Hederich-Martínez "
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Estilo cognitivo y logro académico
López-Vargas,Omar; Hederich-Martínez,Christian; Camargo-Uribe,ángela;
Educación y Educadores , 2011,
Abstract: the aim of this article is to explore the relationships that exist between cognitive style, self-regulated learning and academic achievement at different levels in the learning process. the review of specialized literature suggests there is a close relationship between academic performance in general and a student's cognitive style and ability to regulate learning.
MATHEMATICS ACHIEVEMENT, SELF-REGULATED LEARNING AND COGNITIVE STYLE
Omar López Vargas,Christian Hederich-Martínez,ángela Camargo Uribe
Suma Psicológica , 2012,
Abstract: In this paper the relationship among high school students’ mathematics achievement, use of self-regulated learning strategies and cognitive style in the field dependence-independence dimension is examined. Subjects were 128 tenth graders of a public school at Bogotá, Colombia. The MSLQ Questionnaire was used to assess students’ level of self-regulation and the EFT test was used to measure students’ field dependence-independence cognitive style. Mathematics achievement was indicated by the grades obtained by the students during the academic year. Results show that self-regulated learning and cognitive style are related to Math achievement, each one separately. Additionally, complex relations between self-regulation and field dependence-independence were found.
Estilo cognitivo y logro académico Estilo cognitivo e rendimento escolar Cognitive Style and Academic Achievement
Omar López-Vargas,Christian Hederich-Martínez,ángela Camargo-Uribe
Educación y Educadores , 2011,
Abstract: El presente trabajo tiene como objetivo explorar las relaciones entre el estilo cognitivo, el aprendizaje autorregulado y el logro académico, en diferentes niveles del proceso de aprendizaje. La revisión de la literatura especializada indica que existe una estrecha relación entre el estilo cognitivo del estudiante y la capacidad de regulación de su aprendizaje con el desempe o académico en general. Este artigo explora as rela es entre estilo cognitivo, aprendizagem auto-regulada e rendimento escolar com diferentes níveis de aprendizagem. A revis o da literatura mostra uma rela o estreita entre o estilo cognitivo do aluno e a capacidade de regular a sua aprendizagem com o desempenho acadêmico. The aim of this article is to explore the relationships that exist between cognitive style, self-regulated learning and academic achievement at different levels in the learning process. The review of specialized literature suggests there is a close relationship between academic performance in general and a student's cognitive style and ability to regulate learning.
La relación lenguaje y conocimiento y su aplicación al aprendizaje escolar
Camargo Uribe,ángela; Hederich Martínez,Christian;
Folios , 2010,
Abstract: this paper explains three theoretical approaches that have been proposed to explain the relationship between language and knowledge: cognitivism, social constructivism and discursive constructivism. later on, the paper presents different classroom dialogues and speech sequences that illustrate each approach to analyze and evaluate them from the point of view of school learning. finally, some statements are about the relationships among the three approaches and with respect to their application to the classroom context
El estilo de comunicación y su presencia en el aula de clase
Camargo Uribe,ángela; Hederich Martínez,Christian;
Folios , 2007,
Abstract: this paper explores the possibility of identifying teaching styles on the basis of differences in teachers? communicative behaviors, that have an expression in observable differences in teachers? linguistic styles. in order to do that, a review of papers on communicative styles from the cultural, generic and individual perspectives is made. finally, the proposal is considered in the context of the studies on classroom communication, specifically, the studies on teachers? patterns of language use in the classroom.
EL GéNERO CIENTíFICO. LA RELACIóN DISCURSO-PENSAMIENTO Y LA ENSE?ANZA-APRENDIZAJE DE LAS CIENCIAS
Camargo Uribe,ángela; Hederich Martínez,Christian;
Forma y Función , 2011,
Abstract: the paper offers a characterization of scientific discourse from bakhtin's perspective of discursive genre. after a linguistic-textual description of the discursive genre in the natural sciences, the article explores the connections between this particular form of discourse and the modality of logical-scientific thought proposed by bruner. finally, it includes a reflection on the need to adopt bakhtin's formulations in order to achieve an effective and inclusive scientific education.
La relación lenguaje y conocimiento y su aplicación al aprendizaje escolar The relationship between language and knowledge and its application to school learning
ángela Camargo Uribe,Christian Hederich Martínez
Folios , 2010,
Abstract: Este artículo expone tres aproximaciones teóricas que han sido propuestas para la comprensión de la relación entre el lenguaje y conocimiento: la del cognitivismo, la del socio constructivismo y la del socio constructivismo discursivo. Posteriormente, presenta secuencias de aula que ilustran cada uno de estos enfoques, a fin de analizar y evaluar cada postura desde el punto de vista del aprendizaje escolar. Finalmente, llega a conclusiones sobre las relaciones entre los tres enfoques considerados respecto de su aplicación específica al contexto pedagógico y didáctico This paper explains three theoretical approaches that have been proposed to explain the relationship between language and knowledge: cognitivism, social constructivism and discursive constructivism. Later on, the paper presents different classroom dialogues and speech sequences that illustrate each approach to analyze and evaluate them from the point of view of school learning. Finally, some statements are about the relationships among the three approaches and with respect to their application to the classroom context
El estilo de comunicación y su presencia en el aula de clase Communicative style and its presence in the classroom
ángela Camargo Uribe,Christian Hederich Martínez
Folios , 2007,
Abstract: Este artículo explora la posibilidad de identificar estilos de ense anza sobre la base de diferencias en el comportamiento comunicativo de los profesores, diferencias que resulten observables en el estilo lingüístico de su discurso en el aula. Para hacerlo, presenta una revisión de los trabajos sobre estilos comunicativos desde las perspectivas cultural, genérica e individual. Finalmente, ubica la propuesta en el contexto de los estudios sobre la comunicación en el aula de clase, específicamente, los trabajos sobre el discurso del profesor durante su labor pedagógica. This paper explores the possibility of identifying teaching styles on the basis of differences in teachers’ communicative behaviors, that have an expression in observable differences in teachers’ linguistic styles. In order to do that, a review of papers on communicative styles from the cultural, generic and individual perspectives is made. Finally, the proposal is considered in the context of the studies on classroom communication, specifically, the studies on teachers’ patterns of language use in the classroom.
JEROME BRUNER: DOS TEORíAS COGNITIVAS, DOS FORMAS DE SIGNIFICAR, DOS ENFOQUES PARA LA ENSE ANZA DE LA CIENCIA - JEROME BRUNER: TWO COGNITIVE THEORIES, TWO FORMS OF MEANING, TWO APPROACHES TO TEACHING SCIENCE
áNGELA CAMARGO URIBE,CHRISTIAN HEDERICH MARTíNEZ
Revista Psicogente , 2010,
Abstract: This paper follows the work and the thought of the American psychologist Jerome Bruner,through the two very distinctive periods of his intellectual evolution; his period as a cognitive psychologist and his period as a cultural psychologist. After presenting the mainideas that characterize each psychological approach and briefly describing the speech gender representative to each way of knowing, the most relevant applications that Bruner’s ideas have inspired in the field of Science teaching and learning are considered. In this last respect, two periods of Bruner’s thought are discussed: the period of discovery learning and the period of science as a form of knowledge culturally describable.ResumenEl trabajo realiza un rastreo de la obra y el pensamiento del psicólogo norteamericano Jerome Bruner, durante las dos épocas más distinguibles de su evolución intelectual: su época de psicólogo cognitivista y su época de psicólogo culturalista. Luego de una presentación de las ideas principales que caracterizan estos dos enfoques psicológicos y de una breve descripción de las formas discursivas representativas de cada uno, el trabajo avanza hacia la identificación de las repercusiones más relevantes que la investigación y las ideas de Bruner han tenido para la ense anza y el aprendizaje de las ciencias. En este último respecto, el trabajomantiene también la idea de dos periodos diferentes en el trabajo de Bruner: el periodo del aprendizaje por descubrimiento y el período del conocimiento científico como mundo posible culturalmente caracterizable.
Escritura inicial y estilo cognitivo
Rincón Camacho,Lida Johana; Hederich Martínez,Christian;
Folios , 2012,
Abstract: abstract comparative effects of two methods used for teaching writing at the initial level were examined: the global and syllabic approaches and their interaction with cognitive style in the field dependence-independence dimension (fdi), in 31 first-grade children from two school groups and from two different institutions, where each one of the methods were implemented. ceft test was applied to determine the cognitive style, and a writing test called "text-building exercise" was also used at the beginning of the academic year and four months later. the final results were esamined through covariance analysis, in which the achievements recorded four months earlier were controlled as covariates. in general, data show clear advantages of the global method over the syllabic method, specifically for field-dependent and intermediate style children in six out of eight indicators examined. these results are explained on the basis of distinctive features of the cognitive style in this dimension.
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