COMMUNICATIVE CONDITIONS FOR LEARNING IN PRIMARY SCHOOL: A MULTIMODAL, DIALOGIC, AND FUNCTIONAL LOOK AT THE CLASSROOM

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dc.contributor.authorMedina Morales Lorena Pia
dc.contributor.authorOrtiz, Dominga
dc.contributor.authorOjeda, Pablo
dc.contributor.authorAlvarado, Constanza
dc.contributor.authorLlanos, Tomas
dc.contributor.authorSan Martin, Ernesto
dc.contributor.authorMansilla, Fernanda
dc.contributor.authorChova, LG
dc.contributor.authorMartinez, AL
dc.contributor.authorTorres, IC
dc.date.accessioned2024-06-01T08:00:03Z
dc.date.available2024-06-01T08:00:03Z
dc.date.issued2016
dc.description.abstractThe present study was intended to observe and describe the multiple modes of communication employed in the classroom for fostering the learning of students from 7 fifth grades belonging to 3 subsidized private schools in Santiago de Chile, in the areas of Language and Mathematics, during one academic year. This was the specific objective of a wider research project that, by means of a mixed methodology, seeks to establish connections between the communicative conditions of the classroom and students' learning outcomes.
dc.description.abstractThe full research project involves the observation and analysis of approximately 84 lessons, video-recorded and observed in situ with the set of guidelines generated. Preliminary results, based on approximately 37% of the sample, reveal public verbal participation, dominated by the teacher; the most usual mode of work involves the whole class; a low level of cognitive challenge; predominance of academic and cumulative talk. In most sessions, no scaffolding is observed; when it is present, it predominantly concerns conceptual aspects. With respect to materials, the most frequently used formats are "paper/cardboard" and the board, which are mostly prepared by the teacher. Their use is mostly "canonical" and "monomodal" in nature. There is little promotion of dialogicality in classrooms; nearly no strategies of collaboration promotion are observed. In most sessions, there is no socio-emotional scaffolding; when it is present, it predominantly concerns the identification of results and the explicit verbalization of the expected response.
dc.description.funderfondecyt
dc.format.extent11 páginas
dc.fuente.origenWOS
dc.identifier.eisbn978-84-617-5895-1
dc.identifier.issn2340-1095
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86357
dc.identifier.wosidWOS:000417330202070
dc.information.autorucFacultad de Educación; Medina Morales Lorena Pia; 0000-0003-1157-5670; 80665
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final2476
dc.pagina.inicio2466
dc.relation.ispartof9th Annual International Conference of Education, Research and Innovation (iCERi), NOV 14-16, 2016, Seville, SPAIN
dc.rightsregistro bibliográfico
dc.subjectCommunicative Conditions
dc.subjectLearning
dc.subjectSemiotic Mediations
dc.subjectPrimary
dc.subjectDialogicality
dc.subjectTALK
dc.titleCOMMUNICATIVE CONDITIONS FOR LEARNING IN PRIMARY SCHOOL: A MULTIMODAL, DIALOGIC, AND FUNCTIONAL LOOK AT THE CLASSROOM
dc.typecomunicación de congreso
sipa.codpersvinculados80665
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;01-06-2024
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