Showing papers on "Psychopedagogy published in 2017"

Metacognición y buenas prácticas en la universidad. ¿Qué aspectos valoran los estudiantes?

Abstract: This work presents an evaluation of the values constructed by students with regard to teaching proposals carried out in three subjects in the bachelor’s degree programs of Psychopedagogy and Special Education of the National University of Rio Cuarto (Argentina). The goal is to identify, through metacognitive reflections, good teaching practices in the university. The research was carried out during the academic year of 2016 and 95 degree-track students participated. To collect data, we used a survey with open answer items that investigate the valuation of different components of the teaching process. Additionally, various aspects are analyzed in order to improve teaching proposals, and possible paths are suggested for future plans. The results indicate that the majority positively values the educational practices in contexts outside the classroom, the development of innovative proposals for the presentation of curricular content and classes with invited specialists. New lines of research and educational innovation are proposed.

The constructivist design of the assessment — an integrated teaching and learning process

Abstract: The constructivist design of the pedagogical evaluation involves the analysis of the correlation between the curriculum and the assessment, which is particularly complex, involves the approach of the teaching-learning-evaluation process in a unitary way. The role of the school, defined by the formation for life, presupposes the constructivist learning of the students, which in fact is a constructed act. In order to encourage this effort, students must be involved in the learning process, analyze, communicate, interpret, exemplify, all these being done under the teacher's guidance in order to educate the students about self-evaluation skills. Examining the assessment in the constructivist conception suggests that the educational process is a dynamic interaction between the main actions of education: teaching-learning-evaluation. For a long time, teaching was the dominant activity, enjoying priority and decisive value in all the other characteristics of the educational process. The orientation of modern and postmodernist didactics towards the student-centric methodology centered on action leads to the idea of operative constructivism, principally for the piagedian and cognitive psychopedagogy

A psicopedagogia modular: uma nova perspectiva no campo da avaliacao

Abstract: This article presents a reflection about the modular psychopedagogy evaluation, which joins the methodological and theoretical perspectives that come from three theories: the Triarchic Theory of Sternberg, the Multiple Intelligences Theory of Gardner, that integrates the available information in the mind modularity fields, and the Convergent Epistemology Theory of Visca. This proposal presents a theoretical structure and a dynamic evaluation model, understood as an interactive process, flexible and individualized where the professional is positioned between the individual and the task, changing it (adjusting the order, the complexity, the time...) so that the individual, once against the obstacle, can get it over and show his/her real potential

Escuela y alumnado: (Des)encuentros en la relación con el saber

Abstract: The following article presents some preliminary results of a study conducted under the research project “The constitution of the relation with knowledge in students of the last cycle of primary education and the first one of secondary level” (National University of Comahue, Department of Psychopedagogy, 2015), implemented by the Department of Psychopedagogy at the Regional Center Atlantic Area, National University of Comahue, Argentina. In continuity with studies of human sciences that address the relation with knowledge of the subjects, and following Charlot’s (2008) theoretical contributions, this study aimed to analyze the secondary processes of establishing the relation of students with knowledge, focusing on students who culminate the primary education and start secondary level in public schools in Rio Negro Province. Identifying and problematizing specifically the meanings these students give to school knowledge, and more generally, to school and their past and future trajectories in it. The research methodology was qualitative, hermeneutical and interpretative. We implemented a psycho-pedagogical accompanying workshop; it consisted in various meetings carried out during school hours, each one organized around a particular problem and linked to a production activity- sought, to recover the students’ discourse. On the basis of written, oral, graphic and dramatic productions, we researched the objects of knowledge, the activities the students mastered, and the relational forms acquired. As a result, we found that students reported different figures of learning (Charlot, 2008),giving special relevance to the ways of relating. In turn, from school, the apprehension of knowledge is emphasized but as knowledge-relational object. Regarding the know-writing, writing follows different rules to those proposed at school that we might call standard. Finally, when you refer to the places where they learn, even though they mention different spaces to school and family, these two spaces continue to be privileged sites and institutions for learning.

Successful School Child In A Form Of Special Protection

Abstract: A special category that requires special attention and has become a pressing issue in psychopedagogy is that of children under a form of social protection The present study, conducted in orphanages in the Arges County, tries to analyze the school success/failure of these children/young people and at the same time to identify the cultural, family and educational barriers that lead to issues related to integration, socialization and even finding a job The analysis of the theme was based on issues of qualitative research, the research methods being document analysis and the interview The results of this study demonstrate that solving the problems in question requires individualized treatment, non-formal education, vocational counseling and even therapies The risk of failure of the child is not limited to academic failure Therefore a sustained effort of both the General Directorate of Social Assistance and Child Protection, the school and the community is needed to increase the school performance of institutionalized children and at the same time to achieve adequate social integration