Epistemologías intuitivas de los adultos: influencia de la edad, el nivel de instrucción y el dominio de conocimiento

Pecharromán, Isidro; Pozo, Juan Ignacio

doi:10.1174/021093908786145412

Cited by 11 publications

(14 citation statements)

References 47 publications

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“…As it is exclusively composed of direct and interpretative conceptions, we assume its cognitive nature to be mostly implicit and unconscious. In this regard, the fact that it is mostly held by the youngest students (almost 70% of Group I students) seems to be very logical, as well as consistent with existing research (Pecharromán & Pozo, 2008).…”

Section: -Discussion and Conclusionsupporting

confidence: 88%

“…-According to TeI+ conceptions, teaching is aimed at externally managing and/or controlling students' actions and processes, in order to help learners to reproduce "reality" in the most correct and faithful way (Pecharromán & Pozo, 2008). Due to its location, this modality might be interpreted as a "conception-of-transition" from the first set to the second one.…”

Section: -Discussion and Conclusionmentioning

confidence: 99%

“…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. In this early theory, very similar to Wellman's (1990) copy theory, knowledge is conceived from a radically realist epistemological perspective (Pecharromán & Pozo, 2008 After the age of four, children tend to develop slightly more sophisticated versions of this copy-knowledge theory . Their discourse progressively acknowledges more amount of learning/teaching conditions (e.g., quality of practice conditions, need for good models to be imitated), and the importance of certain physical, developmental, and psychological variables of the learner begin to be considered.…”

mentioning

confidence: 87%

“…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. In this early theory, very similar to Wellman's (1990) copy theory, knowledge is conceived from a radically realist epistemological perspective (Pecharromán & Pozo, 2008 she knows these pieces well and consequently she deserves a good grade"). In the direct theory, in sum, the learner's role is conceived as reproductive and passive (Pérez Echeverría, Mateos, Pozo, & Scheuer, 2001).…”

Section: 11-direct Theorymentioning

confidence: 99%

“…This theory is based on interpretative realism, an epistemological assumption slightly more sophisticated than in direct theory because it acknowledges the subject's active role in the knowing process (Pecharromán & Pozo, 2008 , 2001). Similar to the former theory, the interpretative theory has been identified among people at all developmental/educational levels (primary, secondary, and university students, as well as teachers). …”

mentioning

confidence: 99%

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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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Section: -Discussion and Conclusionsupporting

confidence: 88%

Section: -Discussion and Conclusionmentioning

confidence: 99%

mentioning

confidence: 87%

“…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. In this early theory, very similar to Wellman's (1990) copy theory, knowledge is conceived from a radically realist epistemological perspective (Pecharromán & Pozo, 2008 she knows these pieces well and consequently she deserves a good grade"). In the direct theory, in sum, the learner's role is conceived as reproductive and passive (Pérez Echeverría, Mateos, Pozo, & Scheuer, 2001).…”

Section: 11-direct Theorymentioning

confidence: 99%

mentioning

confidence: 99%

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