Publication: Dialogismo, razonamiento y cognición: estudio empírico de la influencia de la conversación exploratoria en L2 sobre la inteligencia colectiva y su posible internalización
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2022-01-24
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Universidad Complutense de Madrid
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Abstract
El propósito del presente estudio es analizar el impacto formativo de la puesta en marcha de un programa de intervención en Educación Primaria, cuyo objetivo es desarrollar la capacidad de aprender a través del diálogo. Para este fin, se impulsa la interacción constructiva conocida como conversación exploratoria, en un contexto de aprendizaje integrado de contenidos y lengua extranjera (AICLE), con lo que se pretende mejorar el rendimiento de los grupos cooperativos en dos escenarios educativos. Se investiga el impacto de este impulso de la conversación exploratoria sobre la inteligencia colectiva, la capacidad de razonamiento grupal e individual, la competencia comunicativa en L2 y la competencia básica en ciencia y tecnología. Se asignaron 4 clases (111 alumnos) de 5º de Educación Primaria (entre 9 y 11 años) a dos grupos experimentales y sus respectivos controles. Se obtuvieron datos mediante un diseño cuasiexperimental pretest-postest administrando diversas pruebas: competencia general en inglés como segunda lengua, competencia básica en ciencia y tecnología y razonamiento no-verbal (medido mediante Matrices progresivas de Raven). Este último instrumento se administró tanto individual como colectivamente y se grabaron las conversaciones del alumnado durante las pruebas colectivas para su posterior análisis...
The main aim of this study is analyse the impact of the implementation of an intervention program in primary education, whose objective is to develop the ability to learn through dialogue. To this end, the constructive interaction known as exploratory talk is promoted, in a context of content and language integrated learning (CLIL). Our intervention program intends to improve the performance of cooperative groups in two educational settings. The impact of this enhancement of exploratory talk on collective intelligence, group and individual reasoning capacity, communicative competence in L2 and basic competence in science and technology is investigated. Two 5th grade target classes were matched with two control groups (111 students in total) of the same age (between 9 and 11 years old). Data were obtained using a quasi-experimental pretest-postest design administering various tests: general proficiency in English as a second language, basic proficiency in Science and Technology, and non-verbal reasoning (by means of Raven’s Progressive Matrices). The latter instrument was administered both individually and collectively and the conversations of the groups were recorded during the collective tests for further analysis...
The main aim of this study is analyse the impact of the implementation of an intervention program in primary education, whose objective is to develop the ability to learn through dialogue. To this end, the constructive interaction known as exploratory talk is promoted, in a context of content and language integrated learning (CLIL). Our intervention program intends to improve the performance of cooperative groups in two educational settings. The impact of this enhancement of exploratory talk on collective intelligence, group and individual reasoning capacity, communicative competence in L2 and basic competence in science and technology is investigated. Two 5th grade target classes were matched with two control groups (111 students in total) of the same age (between 9 and 11 years old). Data were obtained using a quasi-experimental pretest-postest design administering various tests: general proficiency in English as a second language, basic proficiency in Science and Technology, and non-verbal reasoning (by means of Raven’s Progressive Matrices). The latter instrument was administered both individually and collectively and the conversations of the groups were recorded during the collective tests for further analysis...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, leída el 28-09-2021