The adolescent towards knowledge

Detalles Bibliográficos
Publicado en:	Orientación y Sociedad. Vol. 3 (2001/2002),105-114 3. La Plata : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Psicología
Autor Principal:	Compagnucci, Elsa Rosa
Otros autores o Colaboradores:	Cardós, Paula Daniela
Formato:	Artículo
Temas:	School-knowledge Teacher-pupil-knowledge Intersubjective relationship Knowledge developing Investigación educacional Adolescentes Conocimiento Aprendizaje Cognición
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.2993/pr.2993.pdf
Resumen:	The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.
Descripción Física:	p.105-114

MARC


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100			\|a Compagnucci, Elsa Rosa \|u University National La Plata , Argentina
700			\|a Cardós, Paula Daniela
245	1	0	\|a The adolescent towards knowledge
041		7	\|2 ISO 639-1 \|a en
300			\|a p.105-114
520	3		\|a The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.
653			\|a School-knowledge
653			\|a Teacher-pupil-knowledge
653			\|a Intersubjective relationship
653			\|a Knowledge developing
650	0	4	\|a Investigación educacional
650	0	4	\|a Adolescentes
650	0	4	\|a Conocimiento
650	0	4	\|a Aprendizaje
650	0	4	\|a Cognición
856	4	0	\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.2993/pr.2993.pdf
952			\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.2993/pr.2993.pdf \|a MEMORIA ACADEMICA \|b MEMORIA ACADEMICA
773	0		\|7 nnas \|t Orientación y Sociedad. \|g Vol. 3 (2001/2002),105-114 \|v 3 \|q 105-114 \|d La Plata : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Psicología
542	1		\|f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-SinDerivadas 2.5 Argentina \|u https://creativecommons.org/licenses/by-nc-nd/2.5/ar/

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The adolescent towards knowledge

MARC

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