Browsing by Author "Larrain, Antonia"

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    Argumentation Skills Mediate the Effect of Peer Argumentation on Content Knowledge in Middle-School Students
    (2021) Larrain, Antonia; Singer, Vivian; Strasser, Katherine; Howe, Christine; Lopez, Patricia; Pinochet, Jorge; Moran, Camila; Sanchez, Alvaro; Silva, Maximiliano; Villavicencio, Constanza
    There is compelling evidence that arguing with peers in educational contexts fosters students' content knowledge and argumentation skills. Indeed, curricula have already been developed that, through tailored support for peer argumentation. promote both content knowledge and argumentation skills simultaneously. However, we do not yet know how to optimize the occurrence of peer argumentation, although there are suggestions in the literature that computers may have a role to play. Likewise, there are uncertainties about the mechanisms through which the benefits of peer argumentation are achieved, especially whether (and how) there is interdependence across the two types of benefit. In this paper, we report a quasi-experimental study randomized at class level, which addresses these two issues. A total of 502 fourth-grade students and 20 classes and teachers covered a module in science under three conditions: (1) using a curriculum that was already known to promote peer argumentation and content knowledge (standard support). (2) using the same curriculum but with additional computer-based support (computer-enhanced support), and (3) a routinely taught control group. Students' argumentation skills and content knowledge were assessed. Content knowledge was assessed prior to and after the intervention, with immediate and delayed posttests. Multiple regression analyses showed that peer argumentation was indeed most frequent in the computer-enhanced condition. Moreover, on the basis of a multilevel path analysis, we found that individual contributions to peer argumentation had a direct effect on posttest argumentation skills and an indirect effect on posttest content knowledge, both immediate and delayed. The indirect effect of argumentation on delayed posttest content knowledge was mediated by immediate posttest knowledge and posttest argumentation skills.
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    Evaluation of the educational environment in medical specialty programs
    (SOC MEDICA SANTIAGO, 2012) Herrera, Cristian A.; Olivos, Trinidad; Roman, Jose Antonio; Larrain, Antonia; Pizarro, Margarita; Solis, Nancy; Sarfatis, Alberto; Torres, Patricio; Padilla, Oslando; Le Roy, Catalina; Riquelme, Arnoldo
    Background: The Postgraduate Hospital Education Environment Measure (PHEEM) questionnaire, is a valid and reliable instrument to measure the educational environment (EE) in postgraduate medical education. Aim: To evaluate the EE perceived by the residents of a postgraduate training program using the PHEEM. Material and Methods: The PHEEM was applied in 2010-2011 in 35 specialty programs. We calculated their individual results and compared means of both global and individual domain scores of the PHEEM, by gender, university of origin and nationality. Cronbach's alpha coefficients and D study (Generalizability theory) were performed for reliability. Results: Three hundred eighteen residents were surveyed (75.7% of the total universe). The mean score of the PHEEM was 105.09 +/- 22.46 (65.7% of the maximal score) which is considered a positive EE. The instrument is highly reliable (Cronbach's alpha = 0.934). The D study found that 15 subjects are required to obtain reliable results (G coefficient = 0.813). There were no significant differences between gender and university of origin. Foreigners evaluated better the EE than Chileans and racism was not perceived. The programs showed a safe physical environment and teachers with good clinical skills. The negative aspects perceived were a lack of information about working hours, insufficient academic counseling, and scanty time left for extracurricular activities. Conclusions: This questionnaire allowed us to identify positive aspects of the EE, and areas to be improved in the specialty programs. The PHEEM is a useful instrument to evaluate the EE in Spanish-speaking participants of medical specialty programs. (Rev Med Chile 2012; 140: 1554-1561).
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    Shared storybook reading and vocabulary learning in preschoolers: An effectiveness study
    (FUNDACION INFANCIA APRENDIZAJE, 2012) Larrain, Antonia; Strasser, Katherine; Lissi, Maria Rosa
    Two studies examined the effects of specific reading styles on vocabulary learning of at-risk preschool Chilean children (aged 3-5 yrs.) during shared book reading. Study 1 examined the effect of explicit instruction of new words on vocabulary acquisition, comparing the effect of shared book reading with and without word elaboration, with 112 children. Study 2 examined the effect of more complex word elaboration and additional work with words in new contexts on vocabulary acquisition, with 62 children. The question was whether this method may help to overcome the differential effect of word learning according to initial vocabulary knowledge (Matthew effect). Results suggest that: (7) Word elaboration has a positive effect on new word learning but does not overcome the Mathew effect; (2) Simpler definitions are more effective than complex ones and additional work with words in new contexts is equally effective than working them during shared book reading.
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    The role of inner speech in the effect of argumentation among peers on learning: a case analysis
    (2024) Larrain, Antonia; Freire, Paulina; Salvat, Ignacia; Lopez, Patricia; Moran, Camila; Sanchez, Alvaro; Silva, Maximiliano; Villavicencio, Constanza; Grau, Valeska; Cerda, Barbara; Salinas, Pedro
    Different studies suggest that collaborative argumentation among peers promotes school learning, especially the comprehension of concepts. However, the available evidence shows that the relationship between argumentation and learning is not direct but instead mediated by development processes that, in turn, promote learning. The goal of this study is to understand the mediating role that the development of argumentative inner speech may play in the process of constructing knowledge through collaborative argumentation. A case study was conducted in which one child (fourth grade) was tracked throughout an entire unit in which he and his peers argued collaboratively class after class. We assessed the students individually before and after in their learning (oral and written) and written argumentation skills. The collaborative work from all the classes was videoed and analysed through discourse analysis. The student showed significant progress in both delayed learning and written argumentation compared to the group. Furthermore, the analysis of oral tests shows that the argumentative interactions that initially appeared in the discussions among peers were internalized so he could understand the concepts involved on an individual level. The article discusses the implications of these results in understanding the role of discursive interactions in school learning processes.
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    Willingness to mitigate climate change: the role of knowledge, trust, and engagement
    (2024) Larrain, Antonia; Freire, Paulina; Cofre, Hernan; Andaur, Ana; Tolppanen, Sakari; Kang, Jingoo; Grez, Joaquin; Gomez, Marisol; Vergara, Claudia; Rojas, Maria Teresa; Arenas, Andoni
    The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make-if any-to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed.