Acceso usuarios
Estanislao Pastor Mallol, Cori Camps Llauradó
Basados en la interdependencia e interacción entre principios psicológicos y psicoeducativos, se analizaron estudios sobre memoria y comprensión de prosa, estructura del texto y, en especial, las gramáticas de historia y, tomándolos como hipótesis, se aplicaron a situaciones de aprendizaje por recepción, en las que se adoptó como V.I, el formato expositivo utilizado por el profesor en el aula, adoptando dos modalidades: lineal (formato que sigue la estructura de una historia) y focal (formato que rompe dicha estructura), tras los análisis pertinentes, se llegó a los siguientes resultados: 1) Los sujetos (N = 131) tienden a utilizar una estructura organizadora del conocimiento estab1e (EOC), al abordar determinados temas de Ciencias Naturales, que está en consonancia con el esquema de una historia. 2) No aparecen aprendizajes significativos superiores en los sujetos tratados con formato lineal, comparados con los tratados con formato focal. 3) No se ha confirmado que cuando coincide el formato del sujeto y el utilizado por el profesor el aprendizaje significativo sea superior.
Several studies on memory and comprehension of prose, text structure and, specially, the grammar of story-telling have been analysed. These studies are based upon the interdependency and interaction between psychological and psychoeducational principles, which were considered as hypotheses and were applied to learning by reception situations, in which the exposure format used by the teacher in the classroom was taken as V.I. Two modalities were adopted: linear (a format which follows the structure of a story) and focal (a format which breaks that structure). After the analysis, the following results were achieved: 1) When the subjects (N = 131) approach certain Natural Science topics, thay tend to use the organizing structure of their stable knowledge (OSK) which is in accordance with the outline of a story. 2) A significantly higher knowledge was not found among those subjects exposed to a linear format, when they were compared to those exposed to a focal format. 3) It has not been confirmed that when the subject�s format coincides with the teacher�s the learning is significantly higher.
