Esa es una afirmación de Ausubel en: (Ausubel, 1968, p. 440). Ausubel, D. P. (1968). Educational psychology. A cognitive view. New York: Holt, Rinehart and Winston, Inc
Esa es una afirmación de Ausubel en: (Ausubel, 1968, p. 440). Ausubel, D. P. (1968). Educational psychology. A cognitive view. New York: Holt, Rinehart and Winston, Inc
It is necessary to bring attention to scientific evidence that accounts for the factors that favor academic success in students with disabilities.
Freire’s dialogic perspective contributes to improving school achievements in subjects, values, emotions and sentiments
Freire’s critical pedagogy has Foucault’s contributions as one of its important bases
Althusser and Bourdieu’s reproduction model has been scientifically and socially overcome.
What educational improvements does Virtual Reality, Augmented Reality, and Mixed Reality bring?
Is interreligious dialogue beficial?
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Este artículo clarifica lo erróneo de esa afirmación tanto desde las evidencias científicas como desde los valores:
https://hipatiapress.com/hpjournals/index.php/remie/article/view/7431
Lopez de Anguileta, G. y Gallart, M. (2021). Aprendizaje significativo de Ausubel y segregación educativa. Multidisciplinary Journal of Educational Research 11, 1-19. http://dx.doi.org/10.17583/remie.0.7431
Parece bastante obvio que no hace falta tener estudios para apreciar el valor de los estudios ¿no? Si fuera así, nuestros abuelos que no pudieron estudiar, no hubieran valorado los estudios de sus hijos y no es así. En la escuela pudimos hacer una tertulia pedagógica dialógica con el artículo citado y nos ayudó mucho a entender el daño que se ha hecho al alumnado más vulnerable bajo las ocurrencias de estos autores que nos enseñaron en la universidad como el “referente”. Ahora ya sabemos que su teoría produce y aumenta las desigualdades. Es una oportunidad poder leer y debatir artículos que nos proporcionen las evidencias que van a mejorar la vida de todo el alumnado sin exclusión.
He intentado pegar la dirección del enlace de hipatiapress.com… en facebook y no me deja, me sale lo siguiente: Esta URL infringe nuestras Normas comunitarias sobre spam:
En este artículo se explica que desgraciadamente ese discuso es frecuente entre el profesorado que dificultan la promoción social escolar de estas minorias. Al preguntar a los profesores de donde sacaban la conclusión de que los padres de niños negos no tenían interes por la educación, afirmaban no tener evidencias de ello. Incluso
estos discursos racistas se mantenían aún después de conocer la gran implicación en la escuela de algunos de los padres de sus alumnos negros.
https://files.eric.ed.gov/fulltext/EJ1090572.pdf
This review makes it clear that there is much research that proves the interest of minority families in their children’s education and investigates the barriers that schools put to minority family participation.
https://www.sciencedirect.com/science/article/abs/pii/S1747938X09000177
“In individual telephone interviews, 234 low-income African-American, Caucasian, and Latino parents rated the importance of helping their second- and third-grade children in reading, math, and homework and of knowing what their children are learning. Parents reported whether they had taught their child in math and reading and read with their child in the past week. They also answered open-ended questions about the type of help they deemed appropriate. On questionnaires, teachers rated each student’s reading and math skills and noted whether they had given a child’s parent suggestions for helping with either subject. Findings showed that parents rated the importance of helping their child with academic work very high.”
https://files.eric.ed.gov/fulltext/ED466980.pdf
“Analyses indicate that culturally and linguistically diverse parents are active in the transition process and, in some instances, their level of reported participation surpassed that of European-American parents. In contrast, professionals described culturally and linguistically diverse parents as less involved than European-American parents in the majority of transition activities.”
https://journals.sagepub.com/doi/abs/10.1177/001440290106700209
Actuaciones Educativas de Éxito como las Tertulias Científicas Dialógicas desmontan las ocurrencias de Ausubel y el aprendizaje significativo. Este artículo demuestra que personas de bajo nivel socioeconómico y de aprendizaje pueden debatir textos científicos y tomar mejores decisiones basadas en evidencias científicas
Buslón, N., Gairal, R., León, S., Padrós, M., & Reale, E. (2020). The Scientific Self-Literacy of Ordinary People: Scientific Dialogic Gatherings. Qualitative Inquiry, 26(8-9), 977-982.
https://journals.sagepub.com/doi/10.1177/1077800420938725
Here you can find another systematic review (of 14 scientific articles) providing evidence on how high standards in instruction, high expectations on students’ learning, emphasis on academic competences that foster cognitive development can really create the opportunities for students to increase their academic achievement as well as their positive attitudes towards schooling, improving the classroom climate in multicultural early education.
See more at: https://link.springer.com/article/10.1007%2Fs10643-020-01054-4
Khalfaoui, A., García-Carrión, R. & Villardón-Gallego, L. A. (2020). Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education. Early Childhood Education Journal https://doi.org/10.1007/s10643-020-01054-4