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

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...

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Autor principal: Roselli, Néstor Daniel
Formato: Parte de libro
Lenguaje:Inglés
Publicado: Routledge 2022
Materias:
ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/15738
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139-123456789-15738
record_format dspace
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
spellingShingle ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
Roselli, Néstor Daniel
Cognitive effects of two opposite teaching styles: expositive and guided-participative
topic_facet ENSEÑANZA
APRENDIZAJE
ESTILOS PERSONALES
description 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.
format Parte de libro
author Roselli, Néstor Daniel
author_facet Roselli, Néstor Daniel
author_sort Roselli, Néstor Daniel
title Cognitive effects of two opposite teaching styles: expositive and guided-participative
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
publisher Routledge
publishDate 2022
url https://repositorio.uca.edu.ar/handle/123456789/15738
work_keys_str_mv AT rosellinestordaniel cognitiveeffectsoftwooppositeteachingstylesexpositiveandguidedparticipative
bdutipo_str Repositorios
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