The critical dialogical method in Educommunication to develop narrative thinking
Comunicar,
Год журнала:
2020,
Номер
29(67), С. 111 - 121
Опубликована: Дек. 31, 2020
In
the
conceptualization
of
Educommunication,
progress
must
be
made
towards
integration
its
two
great
perspectives.
Encouraging
critical
dialogue
is
a
goal
shared
by
both,
so
it
necessary
to
delve
into
educational
properties,
methods
and
functions.
A
training
model
in
Educommunication
that
has
been
tested
through
empirical
research
presented.
For
weeks,
246
children
between
six
eleven
years
old,
attended
sessions
with
types
audiovisual
products.
Half
were
involved
process
using
dialogical
methodology,
whereas
for
other
half
followed
conversational
methodology.
The
results
show
who
follow
benefit
significantly
construction
their
media
competence
narrative
thinking,
compared
groups.
also
reveal
not
all
content
are
beneficial
children's
thinking.
This
reveals
properties
proposed
method
allows
improve
illustrates
complementarity
diagnostic-static
competences
formative-dynamic
leads
From
an
applied
point
view,
useful
use
teachers
foster
education
group
students
contributes
development
En
la
conceptualización
de
Educomunicación
se
ha
avanzar
hacia
integración
sus
dos
grandes
perspectivas.
Fomentar
el
diálogo
crítico
es
un
objetivo
compartido
por
ambas,
lo
que
preciso
profundizar
en
propiedades,
métodos
y
funciones
educativas.
Se
presenta
modelo
formativo
educomunicación
sido
testado
mediante
una
investigación
empírica.
Durante
semanas,
niños
entre
seis
once
años
asisten
sesiones
formativas
con
tipos
productos
audiovisuales.
La
mitad
los
sigue
proceso
según
metodología
dialógico-crítica
otra
diálogo-conversacional.
Los
resultados
muestran
siguen
formación
benefician
significativamente
construcción
su
competencia
mediática
pensamiento
narrativo,
comparación
grupos
dialógico-conversacional.
revelan
también
no
todos
contenidos
audiovisuales
son
beneficiosos
para
del
niño.
Esta
pone
manifiesto
cuáles
las
propiedades
método
dialógico-crítico
propuesto
permiten
al
niño
mejorar
e
ilustra
complementariedad
diagnóstico-estático
competencias
formativo-dinámico
conduce
crítico.
Desde
punto
vista
aplicado,
este
mostrado
utilidad
ser
utilizado
profesor
fomentar
grupo
alumnos
educación
contribuya
desarrollo
narrativo.
AS NARRATIVAS VISUAIS NA EDUCAÇÃO: UMA REVISÃO SISTEMÁTICA DE LITERATURA
New Trends in Qualitative Research,
Год журнала:
2020,
Номер
unknown, С. 415 - 427
Опубликована: Июль 7, 2020
Este
estudo
faz
uma
revisão
sistemática
de
literatura
sobre
as
narrativas
visuais
no
contexto
educacional.
Foram
pesquisados
artigos
publicados
em
jornais
científicos,
idioma
inglês,
período
entre
1999
e
2020,
disponíveis
nas
bases
dados
Scopus
Web
of
Science.
O
objetivo
do
foi
perceber
como
a
comunidade
científica
tem
trabalhado
essa
temática,
nomeadamente
quanto
às
potencialidades
da
utilização
desses
recursos
na
educação.
Após
aplicação
dos
critérios
inclusão
exclusão,
foram
selecionados
19
ambas
dados.
Todos
os
deveriam
ter
foco
o
das
para
promover
aprendizagem.
Os
resultados
mostram
que
têTm
potencial
explicar
conceitos
complexos
manter
estudantes
interessados
processo
Para
além
disso,
ressalta-se
importância
por
completo
se
tenha
sucesso
ao
planejamento
ações
relativas
à
didática
verificação
seu
impacto
Affective Latent Profiles and Personality Dimensions in Spanish Children
Springer eBooks,
Год журнала:
2023,
Номер
unknown, С. 145 - 158
Опубликована: Янв. 1, 2023
Язык: Английский
Teachers' Interventions to In-Person Bullying and Cyberbullying Situations
Опубликована: Дек. 1, 2020
This
dissertation
comprises
five
chapters,
and
it
is
an
article-based
format
that
studies
teachers’
needs
characteristics
regarding
bullying
intervention.
It
divided
into
two
phases
are
explained
through
the
different
chapters.
Chapter
One
explains
problem's
overall
background
provides
introduction
to
three
papers
presented
in
next
Two
presents
First
Phase
of
dissertation,
which
provided
information
about
knowledge,
concerns,
practice
bullying.
Findings
demonstrate
Idaho
education
professionals
need
training
resources
help
them
intervene
appropriately,
especially
with
cyberbullying.
Three
focuses
on
following
potential
affecting
their
likelihood
intervention:
Perceived
seriousness
situation,
empathy
towards
victim,
self-efficacy
influence
misbehaviors.
The
findings
this
last
characteristic
have
been
controversial
since
found
contrast
its
significance
influencing
current
research
were
predictors
for
intervention
both
in-person
cyberbullying
Basque
Country,
but
does
not
predict
Four
introduces
a
new
characteristic:
sexism,
appears
be
negative
component
higher
sexist
attitude,
less
Finally,
Five
summarizes
articles
conclusions.
Язык: Английский