Research
Narratives as Meaningful Learning Experiences
This work focuses on exploring the use of narratives as a process of communication and meaning making, thereby reviewing different contributions by different research lines. The questioning from narratives is a learning experience that is shaping a common space, interacting with learning as a process, and the beginning of critical thinking as a product. Since the beginning of the process of access to reading, we can stimulate the ability to question and to reflect that, over time, will become an essential foundation for reading for pleasure. We build our common meanings based on the knowledge of reality in terms of the cultural context to which we belong. Children need to read or listen to stories read to find information on any area of knowledge.
Teaching Self in Process Discussion Children
This paper explores the relationship between language teaching practices of teachers and their implicit theories about purchasing on Basic Education. For the study of teaching practices used observational methodology, and in contrast to interview teachers, which is the part analyzed in this article. The results suggest that there is a relationship between what teachers think, do and say in the classroom context. However, not all behaviors had a close relationship with the thought, and not all necessarily have a strong belief advocacy to action. The targets proposed by the teachers have shown a direct relation to the strategies used in the joint construction of knowledge. Communicative coherence between the goals they want to achieve and develop teaching style that is observed.
Constructivism Media and New Technologies
Imagination: A Creative Tool to Achieve Meaningful Understanding of New Information
This paper discusses how imagination mediates children’s understanding of new knowledge. Through a theoretical framework based on Vygotsky’s concept of “creative imaginationâ€, this study looks at children’s imagination as a way to make new information meaningful. Verbal stimuli, a story about the world read by four Kindergarten teachers provide grounds to investigate how children’s imagination gives meaning to new information. The paper reports the findings of a research project that compares and analyses the use of reading groupwork in four kindergarten schools, two in Burgos, Spain and two in Tampico, México. We begin by providing the theoretical stance that supports the study. Next, we explain the methodology used in the study. The data is then discussed and interpreted. While Imagination appears to be a source of information, it seems to be a process generated between the teacher and the student stemming from teacher’s requests.
