From Velázquez to Dalí: The Implicit Conceptions of Teachers on Learning
Keywords:
Aprendizaje, conocimiento, experiencia docente / Learning, knowledge, teaching experience.Abstract
This article shows research results of a quantitative analysis of implicit conceptions about learning of a sample of 100 teachers of secondary school in Barranquilla, Colombia. It also analyzes whether a relationship among such conceptions and teaching experience, the context and type of learning content, and the learning domain of proposed tasks exists or not. An analysis of data is presented in function of four processes: Retention, relation, organization and recovering of knowledge. Findings point out that most of these teachers have realistic or interpretative conceptions of learning and that a few of them have constructivist conceptions. There were no relation between teaching experience and knowledge proficiency with learning conceptions.
Conceptions about knowledge retention are related to learning context.
Conceptions about relation and recovering are related to content types. Finally, it seems to exist a link between teachers' implicit conceptions about knowledge acquisition and organization and between relation and recovering.
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