Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning.
Invest Educ Enferm
; 42(2)2024 Jun.
Article
en En
| MEDLINE
| ID: mdl-39083829
ABSTRACT
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 1non-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); 2think-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 3parallel 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, 2Interpretation:
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.Palabras clave
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Estudiantes de Enfermería
/
Educación en Enfermería
/
Docentes de Enfermería
/
Aprendizaje
Límite:
Female
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Humans
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Male
País/Región como asunto:
America do sul
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Colombia
Idioma:
En
Revista:
Invest Educ Enferm
Año:
2024
Tipo del documento:
Article
País de afiliación:
Colombia
Pais de publicación:
Colombia