Marcela Carrillo Pineda, Alexandra María Bolívar Zapata, José Luis Medina Moya, Margarita María Gómez Gómez, Águeda Lucía Valencia Deossa, Teresita Alzate-Yepes
{"title":"学生的先前知识:护理专家教授识别、解释和组织以促进学习的重要方面。","authors":"Marcela Carrillo Pineda, Alexandra María Bolívar Zapata, José Luis Medina Moya, Margarita María Gómez Gómez, Águeda Lucía Valencia Deossa, Teresita Alzate-Yepes","doi":"10.17533/udea.iee.v42n2e02","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning.</p><p><strong>Methods: </strong>Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data.</p><p><strong>Results: </strong>Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning.</p><p><strong>Conclusion: </strong>Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.</p>","PeriodicalId":53477,"journal":{"name":"Investigacion y Educacion en Enfermeria","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11297468/pdf/","citationCount":"0","resultStr":"{\"title\":\"Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning.\",\"authors\":\"Marcela Carrillo Pineda, Alexandra María Bolívar Zapata, José Luis Medina Moya, Margarita María Gómez Gómez, Águeda Lucía Valencia Deossa, Teresita Alzate-Yepes\",\"doi\":\"10.17533/udea.iee.v42n2e02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning.</p><p><strong>Methods: </strong>Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data.</p><p><strong>Results: </strong>Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning.</p><p><strong>Conclusion: </strong>Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.</p>\",\"PeriodicalId\":53477,\"journal\":{\"name\":\"Investigacion y Educacion en Enfermeria\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11297468/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Investigacion y Educacion en Enfermeria\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17533/udea.iee.v42n2e02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Investigacion y Educacion en Enfermeria","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17533/udea.iee.v42n2e02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"NURSING","Score":null,"Total":0}
Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning.
Objective: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning.
Methods: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data.
Results: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning.
Conclusion: Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.
期刊介绍:
The mission of the journal of Nursing and Education is to present scientific and technical information about health, illnesses and related topics. The journal serves as the conduit [medium] through which the experiences of our own nursing and social science departments can be shared within Columbia and internationally. It is written primarily for nurses, general health practitioners and other related disciplines but can also be used by students and researchers.