Teaching strategies as instruments of semiotic mediation

NÉSTOR ROSELLI

Berlín

Congreso; XXIX International Congress of Psychology; 2008

Internation Union for Psychological Sciences

Teaching strategies are not only the way to learn culture; they are cultural instruments by themselves. In this way, they have a semiotic effect on learning and  the mental construction of knowledge. This presentation focuses on the cognitive and affective effects of three teaching modalities: classical-expositive, participative-guided and peer-collaborative. These effects concern the linguistic formulation of knowledge, the permanence in memory, the transfer to concrete situations, the links to other concepts and fields, and the motivation and attitude disposition of learners. Results are discussed from the sociocultural approach, regarding specially the different models of teacher-student interaction involved in each strategy.