Cognitive effects of two opposite teaching styles: expositive and guided-participative

Autores
Roselli, Néstor Daniel
Año de publicación
2014
Idioma
inglés
Tipo de recurso
parte de libro
Estado
versión aceptada
Descripción
Fil: Roselli, Néstor Daniel. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Roselli, Néstor Daniel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Roselli, Néstor Daniel. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Abstract: This paper aims to compare the cognitive effects of two teaching styles. It´s theoretical framework is Vygotsky´s body of work. Hypothetically the research issues that two different teaching styles, expositive and guided participative, produce different systems of learning . The hidden or non-explicit effects of each were focused. These cognitive effects were related to the transfer of knowledge (extended learning), to the cognitive (in)dependence from teacher, to the permanence on time of learned knowledge and, finally, to the efficacy of the peer interindividual support. Four biology teachers were invited to teach their students from secondary school the same extracurricular subject. Two teachers had to use an expositive style and two had to use a participative style. Data was processed with SPSS. t was used to test differences (in quantitative variables) between the means of both conditions. Differences in the linguistic dependence on the teacher were tested with chi-square. Individual post tests regarding learning success show that the participative style enables extended learning, which is the process by which knowledge can be used in new situations. In addition, participative style helps the student to gain independence from the teacher and to use peer individual support more efficiently. Keywords: Teaching styles, Expositive class, Participative class, Cognitive learning, Constructivism.
Fuente
Cooper, S. Ratele, K. Psychology Serving Humanity: Proceedings of the 30th International Congress of Psychology - Volume 1: Majority World Psychology. Routledge, 2014
Materia
ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/15738

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oai_identifier_str oai:ucacris:123456789/15738
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repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Cognitive effects of two opposite teaching styles: expositive and guided-participativeRoselli, Néstor DanielENSEÑANZAAPRENDIZAJEESTILOS PERSONALESFil: Roselli, Néstor Daniel. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; ArgentinaFil: Roselli, Néstor Daniel. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Roselli, Néstor Daniel. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaAbstract: This paper aims to compare the cognitive effects of two teaching styles. It´s theoretical framework is Vygotsky´s body of work. Hypothetically the research issues that two different teaching styles, expositive and guided participative, produce different systems of learning . The hidden or non-explicit effects of each were focused. These cognitive effects were related to the transfer of knowledge (extended learning), to the cognitive (in)dependence from teacher, to the permanence on time of learned knowledge and, finally, to the efficacy of the peer interindividual support. Four biology teachers were invited to teach their students from secondary school the same extracurricular subject. Two teachers had to use an expositive style and two had to use a participative style. Data was processed with SPSS. t was used to test differences (in quantitative variables) between the means of both conditions. Differences in the linguistic dependence on the teacher were tested with chi-square. Individual post tests regarding learning success show that the participative style enables extended learning, which is the process by which knowledge can be used in new situations. In addition, participative style helps the student to gain independence from the teacher and to use peer individual support more efficiently. Keywords: Teaching styles, Expositive class, Participative class, Cognitive learning, Constructivism.Routledge2014info:eu-repo/semantics/bookPartinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_3248info:ar-repo/semantics/parteDeLibroapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/15738978-1-315-77719-1 (online)978-1-84872-255-2Roselli, N.D. Cognitive effects of two opposite teaching styles: expositive and guided-participative [en línea]. En: Cooper, S. Ratele, K. Psychology Serving Humanity: Proceedings of the 30th International Congress of Psychology - Volume 1: Majority World Psychology. Routledge, 2014 Disponible en: https://repositorio.uca.edu.ar/handle/123456789/15738Cooper, S. Ratele, K. Psychology Serving Humanity: Proceedings of the 30th International Congress of Psychology - Volume 1: Majority World Psychology. Routledge, 2014reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica Argentinaenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2025-07-03T10:59:04Zoai:ucacris:123456789/15738instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852025-07-03 10:59:04.297Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
dc.title.none.fl_str_mv Cognitive effects of two opposite teaching styles: expositive and guided-participative
title Cognitive effects of two opposite teaching styles: expositive and guided-participative
spellingShingle Cognitive effects of two opposite teaching styles: expositive and guided-participative
Roselli, Néstor Daniel
ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
title_short Cognitive effects of two opposite teaching styles: expositive and guided-participative
title_full Cognitive effects of two opposite teaching styles: expositive and guided-participative
title_fullStr Cognitive effects of two opposite teaching styles: expositive and guided-participative
title_full_unstemmed Cognitive effects of two opposite teaching styles: expositive and guided-participative
title_sort Cognitive effects of two opposite teaching styles: expositive and guided-participative
dc.creator.none.fl_str_mv Roselli, Néstor Daniel
author Roselli, Néstor Daniel
author_facet Roselli, Néstor Daniel
author_role author
dc.subject.none.fl_str_mv ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
topic ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
dc.description.none.fl_txt_mv Fil: Roselli, Néstor Daniel. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Roselli, Néstor Daniel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Roselli, Néstor Daniel. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Abstract: This paper aims to compare the cognitive effects of two teaching styles. It´s theoretical framework is Vygotsky´s body of work. Hypothetically the research issues that two different teaching styles, expositive and guided participative, produce different systems of learning . The hidden or non-explicit effects of each were focused. These cognitive effects were related to the transfer of knowledge (extended learning), to the cognitive (in)dependence from teacher, to the permanence on time of learned knowledge and, finally, to the efficacy of the peer interindividual support. Four biology teachers were invited to teach their students from secondary school the same extracurricular subject. Two teachers had to use an expositive style and two had to use a participative style. Data was processed with SPSS. t was used to test differences (in quantitative variables) between the means of both conditions. Differences in the linguistic dependence on the teacher were tested with chi-square. Individual post tests regarding learning success show that the participative style enables extended learning, which is the process by which knowledge can be used in new situations. In addition, participative style helps the student to gain independence from the teacher and to use peer individual support more efficiently. Keywords: Teaching styles, Expositive class, Participative class, Cognitive learning, Constructivism.
description Fil: Roselli, Néstor Daniel. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
publishDate 2014
dc.date.none.fl_str_mv 2014
dc.type.none.fl_str_mv info:eu-repo/semantics/bookPart
info:eu-repo/semantics/acceptedVersion
http://purl.org/coar/resource_type/c_3248
info:ar-repo/semantics/parteDeLibro
format bookPart
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://repositorio.uca.edu.ar/handle/123456789/15738
978-1-315-77719-1 (online)
978-1-84872-255-2
Roselli, N.D. Cognitive effects of two opposite teaching styles: expositive and guided-participative [en línea]. En: Cooper, S. Ratele, K. Psychology Serving Humanity: Proceedings of the 30th International Congress of Psychology - Volume 1: Majority World Psychology. Routledge, 2014 Disponible en: https://repositorio.uca.edu.ar/handle/123456789/15738
url https://repositorio.uca.edu.ar/handle/123456789/15738
identifier_str_mv 978-1-315-77719-1 (online)
978-1-84872-255-2
Roselli, N.D. Cognitive effects of two opposite teaching styles: expositive and guided-participative [en línea]. En: Cooper, S. Ratele, K. Psychology Serving Humanity: Proceedings of the 30th International Congress of Psychology - Volume 1: Majority World Psychology. Routledge, 2014 Disponible en: https://repositorio.uca.edu.ar/handle/123456789/15738
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv Cooper, S. Ratele, K. Psychology Serving Humanity: Proceedings of the 30th International Congress of Psychology - Volume 1: Majority World Psychology. Routledge, 2014
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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