Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences

Cartolari, Mónica Manuela; Carlino, Paula; Colombo, Laura

doi:10.14221/ajte.2013v38n6.7

Cited by 5 publications

(3 citation statements)

References 41 publications

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“…6 Faculty members are reporting that with increased class sizes, students are less prepared for class, not completing assigned readings beforehand, and generally expecting that pertinent information will be delivered during class. 7,8 Teaching with long slides presentations for several hours may not be effective, and this method of teaching has been associated with students being less apt to ask questions and participate in discussion. 9 …”

Section: Introductionmentioning

confidence: 99%

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

et al. 2015

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Teaching large numbers of students can be a challenge for both teachers and students. Implementing new teaching strategies may be 1 way to address the problem. This paper presents the impact of using Gagne's 9 events of instruction on student learning and course evaluations over a 3-semester period. Student evaluation ratings indicated enhanced teacher mastery, effectiveness, and enthusiasm. Overall student final grades increased.

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Section: Introductionmentioning

confidence: 99%

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

et al. 2015

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“…A nivel de Latinoamérica, Argentina fue uno de los países iniciadores en investigaciones sobre prácticas de la lectura y la escritura en la educación universitaria, estas en su mayoría fueron estudios diagnósticos, que tendían a identificar las dificultades que presentaban los estudiantes en la lectura y escritura, lo que conllevó a la creación de talleres y cursos de lenguaje para estudiantes de primer semestre, pero desligados de las asignaturas e insuficientes, dado que al ingresar los estudiantes se enfrentaban a nuevas formas discursivas, en las cuales se les pedía leer y escribir de una forma diferente y con diferente bibliografía (Carlino, 2013). Por tanto, Carlino (2018); Cartolari et al, (2013) ;Marinkovich, et al, (2016) y Waigandt, et al, (2016) realizan estudios sobre la enseñanza de la lectura y escritura como prácticas propias de sus disciplinas en la formación universitaria. De esta manera, se han ido creando programas de alfabetización académica a lo largo del plan de estudios en las carreras universitarias como política institucional (Moyano, 2018;Moyano y Giudice, 2016).…”

Section: Introductionunclassified

Diseño, Implementación y Evaluación del Programa Transversal de Alfabetización Académica Lector-es

Pardo-Espejo

Villanueva-Roa

2019

Inf. tecnol.

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Autor a quien deba ser dirigida la correspondencia ResumenEste artículo describe el diseño, implementación y evaluación del programa transversal de alfabetización académica Lector-es en estudiantes de formación inicial docente en la modalidad de educación a distancia de la Licenciatura en Educación Básica, con énfasis en Matemáticas, Humanidades y Lengua Castellana. El estudio, realizado en la Universidad Pedagógica y Tecnológica de Colombia, presenta un enfoque mixto, de tipo investigación evaluativa sustentada bajo el modelo de evaluación de programas de Pérez Juste. Los resultados ponen de manifiesto que el programa Lector-es responde a las necesidades de los destinatarios y se adecua a los criterios de pertinencia, calidad intrínseca y viabilidad. En la evaluación final, el programa ha presentado un alto grado de eficacia, eficiencia y efectividad. En conclusión, el programa promueve la enseñanza de la lectura como eje transversal del curriculum, la apropiación de los contenidos de las asignaturas y la participación de actividades propias del docente de educación básica. Palabras clave: lectura; programa de alfabetización; evaluación; educación a distancia; formación docenteAbstract This article describes the design, implementation and evaluation of the transversal program of academic literacy Lector-es in university students of teacher training in the distance education program of the bachelor in elementary education, with emphasis on mathematics, humanities and Spanish language. The study, done at the Universidad Pedagógica y Tecnológica de Colombia, has a mixed approach of evaluative research type, based on the educational program evaluation known as Pérez Juste model. The results show that the program Lector-es responds to the needs that the participants have and it fulfills the criteria of relevance, intrinsic quality and viability. During the final evaluation, the program showed a high degree of efficacy, efficiency and effectiveness. In conclusion, the program promotes teaching of reading as a transversal axis of the curriculum, appropriation of the contents of the subjects, and taking part in activities that are intrinsic to the basic education teacher.

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“…Anclados en esta premisa, habitualmente fortalecida por la falta de sentido que adquiere la lectura en el marco de ciertos escenarios pedagógicos -caracterizados por diversos factores, algunos de los cuales abordaremos en el presente trabajono son pocos los alumnos y alumnas que transcurren y aprueban las materias sin leer buena parte de la bibliografía de sus programas. Ello ocurre, principalmente, debido a que encuentran más fácil y más útil estudiar directamente de sus apuntes de clase, en los que han registrado las exposiciones orales del profesorado sobre los textos (Cartolari y Carlino, 2011;Cartolari, Carlino y Colombo, 2013;Cartolari, 2014a;Lesley et al, 2007).…”

Section: Introductionunclassified

¿Cómo y con qué propósitos leer para aprender en historia? Sentidos contrastantes adjudicados a la lectura en la formación docente

Cartolari

2016

REE

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Currently, contributions of socio-rethorical research, specific teaching and applied linguistics have shown extensively that learning contents in a discipline implies the gradual appropriation of particular ways of thinking and reading in a certain field of knowledge. Nevertheless, it is not clear yet in which way/s the relationship between how to read and how to learn to (re)construct the content of a particular discipline take place in a classroom. Drawing from this situation, the purpose of this study was to identify and analyze how and with which meanings, teachers and students connect learning history contents with characteristic ways of reading in History. For that purpose, we observed and recorded all classes that took place during the second semester of a scholar year in three courses of a History pre-service teachers’ program imparted in Buenos Aires. Simultaneously, in-depth interviews to students and educators were conducted. The qualitative analysis of the collected data shows that participants report reading modes similar to those that, according to various studies, experts in History report. In this article, we analyze particularly two of the most frequent ways of reading that students reported in the interviews: 1) read to analyze the historical perspective or historiographical work of authors; and 2) read to understand processes versus read to memorize dates and events. Results show that students can ascribe to these ways of readin, a disciplinary sense –seeking to perform them on their own– or an arbitrary sense –trying to reproduce/imitate the professor’s own interpretations about texts they do not fully undestand–. The attribution of a disciplinary or arbitrary sense seems closely related on whether the aforementioned ways of reading in History are contextualized and put into play in dialogic or monologic teaching and learning class-environments. Since many educational policies emphasize the importance to prepare “teachers as researchers”, showing the necessary interpenetration of instruction and knowledge production activities, our study contributes to the discussion about how pedagogical practices can promote or hinder History pre-service teachers’ disposition to read, study and learn about what they read, positioning themselves as legitimate interpreters and (re)constructors of the disciplinary content knowledge they will teach in the future, instead of just as reproducers of other’s interpretations.

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Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences

Cited by 5 publications

References 41 publications

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

Diseño, Implementación y Evaluación del Programa Transversal de Alfabetización Académica Lector-es

¿Cómo y con qué propósitos leer para aprender en historia? Sentidos contrastantes adjudicados a la lectura en la formación docente

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