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
- Institución
- Pontificia Universidad Católica Argentina
- OAI Identificador
- oai:ucacris:123456789/15738
Ver los metadatos del registro completo
id |
RIUCA_48544f350d1e3143a63e9ce749633a14 |
---|---|
oai_identifier_str |
oai:ucacris:123456789/15738 |
network_acronym_str |
RIUCA |
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 |
_version_ |
1836638366821515264 |
score |
13.070432 |