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Search Results: 1 - 10 of 3426 matches for " Miralba Correa "
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Contexto, interacción y conocimiento en el aula
Miralba Correa Restrepo
Pensamiento Psicológico , 2006,
Abstract: En el artículo se realiza una revisión sobre las interacciones que se presentan en el aula y su relación con los procesos de conocimiento en el aula. Diferentes autores plantean la importancia del contexto. Esta investigación es fundamental como elemento de reflexión y análisis de la proyección del psicólogo educativo y los procesos cognitivos en la composición escrita. Adicionalmente, se analiza el rol activo del docente y el alumno en los procedimientos autorreguladores
Different types of incidence that revision cognitive processes have on narrative texts coherence: a research with ten-year-old children [Diferentes tipos de incidencia de los procesos cognitivos de revisión sobre la coherencia de textos narrativos: un estudio con ni os de 10 a os*
Diana de Castro,Miralba Correa
Universitas Psychologica , 2012,
Abstract: The following research stands within the framework of cognitive develop- ment psychology. Its purpose is to identify how the revision process works in the re-writings done by ten-year-old children, and the incidence this has on establishing coherence in narrative texts. The qualitative and statistical analysis of three written productions and two conversations held with 30 ten-year-old children enables to identify the different types of incidence that revision has over coherence, as well as the paths followed by children to attain transformations at both structural and discursive levels. Analysis of children’s changes in their written productions allows noticing transfor- mations in coherence and it also helps identify the advances, retreats, oscil- lations, and permanence in the performances. Finally, mental functionings decisive for coherence are identified; the article ends up pointing out the importance of having educational proposals that focus on revision.
OPERACIONES DISCURSIVAS Y CONTEXTOS ARGUMENTATIVOS: SOBRE LA COMPRENSIóN DEL FENóMENO FíSICO DE REBOTAR
GUTIéRREZ R.,MARIO FERNANDO; CORREA R.,MIRALBA;
Acta Colombiana de Psicología , 2009,
Abstract: the objective of this research was to make inquiries about the changes that three different contexts generate in the argumentative and epistemological operations used by children aged between 8 and 10 years. thirty-six fifth grade students from two public schools in cali, colombia, took part in the study. the experimental design involved three contexts based on klahr's theory (2000) about scientific reasoning: argumentation, prediction and experimentation. the students' argumentative performance in the three contexts was characterized by the recurrent use of operations such as affirmation and justification and by the relatively low occurrence of opposition and counter-opposition. in relation to the epistemic aspect, the students successively increased the empirical evaluations in the prediction and experimentation context, favoring the information that was obtained in the resolution of the situation in order to solve the conflicts present in the discourse. it was found that the students in the argumentative context used several variables to explain the bouncing phenomenon where construction material and presence of gas inside the objects were the most common ones. in the experimentation context there was an increase in the explanations of the phenomenon based on two simultaneous variables being weight and presence of gas, those of bigger proportions, as well as construction material and shape.
ARGUMENTACIóN Y CONCEPCIONES IMPLíCITAS SOBRE FíSICA: UN ANáLISIS PRAGMADIALéCTICO
GUTIéRREZ R,MARIO FERNANDO; CORREA R.,MIRALBA;
Acta Colombiana de Psicología , 2008,
Abstract: the purpose of this article is to explore the way in which the argumentative discourse promotes the comprehension that children of ages 8 to 10 have about variables inherent to the physical phenomenon of bouncing. from a social perspective, it is recognized that peer interaction allows boys and girls to contrast other people?s beliefs with their own ideas and reach agreements that contain validity clauses for all the participants in the situation. discursive analysis shows how argumentative discourse generates knowledge that rather than being shared, recognizes the convergence of different styles of thought and builds new ways for explaining the physical phenomena.
OPERACIONES DISCURSIVAS Y CONTEXTOS ARGUMENTATIVOS: SOBRE LA COMPRENSIóN DEL FENóMENO FíSICO DE REBOTAR
Gutiérrez R., Mario Fernando,Correa R., Miralba
Acta Colombiana de Psicología , 2009,
Abstract: The objective of this research was to make inquiries about the changes that three different contexts generate in the argumentative and epistemological operations used by children aged between 8 and 10 years. Thirty-six fifth grade students from two public schools in Cali, Colombia, took part in the study. The experimental design involved three contexts based on Klahr's theory (2000) about scientific reasoning: argumentation, prediction and experimentation. The students' argumentative performance in the three contexts was characterized by the recurrent use of operations such as affirmation and justification and by the relatively low occurrence of opposition and counter-opposition. In relation to the epistemic aspect, the students successively increased the empirical evaluations in the prediction and experimentation context, favoring the information that was obtained in the resolution of the situation in order to solve the conflicts present in the discourse. It was found that the students in the argumentative context used several variables to explain the bouncing phenomenon where construction material and presence of gas inside the objects were the most common ones. In the experimentation context there was an increase in the explanations of the phenomenon based on two simultaneous variables being weight and presence of gas, those of bigger proportions, as well as construction material and shape
ARGUMENTACIóN Y CONCEPCIONES IMPLíCITAS SOBRE FíSICA: UN ANáLISIS PRAGMADIALéCTICO
Gutiérrez R., Mario Fernando,Correa R., Miralba
Acta Colombiana de Psicología , 2008,
Abstract: The purpose of this article is to explore the way in which the argumentative discourse promotes the comprehension that children of ages 8 to 10 have about variables inherent to the physical phenomenon of bouncing. From a social perspective, it is recognized that peer interaction allows boys and girls to contrast other people’s beliefs with their own ideas and reach agreements that contain validity clauses for all the participants in the situation. Discursive analysis shows how argumentative discourse generates knowledge that rather than being shared, recognizes the convergence of different styles of thought and builds new ways for explaining the physical phenomena
Inferences over a narrative text in contexts of interaction in early childhood education [Inferencias sobre un texto narrativo en contextos de interacción en la educación inicial]
Claudia Patricia Duque Aristizábal,Miralba Correa Restrepo
Universitas Psychologica , 2012,
Abstract: This research explores the relationship between the characteristics of interactions established to favor the narrative text interpretation and the inferences that children make on it. This is marked in the educative, cog- nitive and cultural psychologist. In this research participated four groups of kinder garden with a total of forty four children. This was a descriptive and explorative design. Was realized a discursive analysis and a social nets analysis to process information. It was find that children which teachers favor more interactions and better interactions raised a textual analyses got a high inferencial elaboration, and children which teachers proposed low interaction raised discussions about explicit information in the text, realized a few inferences and with a low level of elaboration.
FUNCIONAMIENTO METACOGNITIVO DE NI?OS ESCOLARES EN LA ESCRITURA DE UN TEXTO NARRATIVO ANTES Y DESPUéS DE UNA PAUTA DE CORRECCIóN CONJUNTA
OCHOA-ANGRINO,SOLANLLY; ARAGóN ESPINOSA,LUCERO; CORREA RESTREPO,MIRALBA; MOSQUERA,SANTIAGO;
Acta Colombiana de Psicología , 2008,
Abstract: this study describes the metacognitive functioning of 90 children, students of third to fifth grade from two public schools, on a writing task before and after a group correction guideline. the results before the group correction showed that children focused on editorial aspects of writing such as words, grammar, spelling, and punctuation; however, the same children after the group correction detected mistakes related to the text's structure and tried to correct them. the results suggest that in writing tasks, children are able to display advanced metacognitive processes and skills when they are encouraged by teachers and peers to evaluate structural aspects such as content, coherence, writing goals, and possible readers.
FUNCIONAMIENTO METACOGNITIVO DE NI OS ESCOLARES EN LA ESCRITURA DE UN TEXTO NARRATIVO ANTES Y DESPUéS DE UNA PAUTA DE CORRECCIóN CONJUNTA
Ochoa-Angrino, Solanlly,Aragón Espinosa, Lucero,Correa Restrepo, Miralba,Mosquera, Santiago
Acta Colombiana de Psicología , 2008,
Abstract: This study describes the metacognitive functioning of 90 children, students of third to fifth grade from two public schools, on a writing task before and after a group correction guideline. The results before the group correction showed that children focused on editorial aspects of writing such as words, grammar, spelling, and punctuation; however, the same children after the group correction detected mistakes related to the text’s structure and tried to correct them. The results suggest that in writing tasks, children are able to display advanced metacognitive processes and skills when they are encouraged by teachers and peers to evaluate structural aspects such as content, coherence, writing goals, and possible readers
Estrategias para apoyar la escritura de textos narrativos
Ochoa-Angrino,Solanlly; Correa-Restrepo,Miralba; Aragón-Espinosa,Lucero; Mosquera-Roa,Santiago;
Educación y Educadores , 2010,
Abstract: research on metacognitive development shows evidence of self-regulatory capabilities in small children. however, when writing narrative texts, children display limited or only superficial regulation in terms of revising and correcting their written work when not guided by adults. the purpose of this article is to describe and explain an educational psychological initiative that promotes self-regulated writing of narrative texts by primary school students. this initiative and the role of students and teachers in it are described step-by-step. the conclusion is that writing is a constructive and resourceful process that is enriched during interaction with others and, by teaching metacognitive strategies, teachers can contribute to the development of self-regulated writing.
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