PRIMARY SCHOOL CHILDREN'S CONCEPTIONS ABOUT LEARNING AND TEACHING TO WRITE.

VENTURA, ANA CLARA; NORA SCHEUER

Chicago

Congreso; 46th Annual Meeting of Jean Piaget Society; 2016

Jean Piaget Society

The aims of this study are to further explore how primary school children conceive learning and teaching to write, in terms ofconceptual profiles, and identify developmental trends. We re analyzed semi-structured interviews of 60 children in public Argentineanschools (equally distributed according to school level -first, fourth and seventh grades- and gender). We elaborated a unified system ofcategories formed by three dimensions that are applied to children?s references to learner and/or to teacher throughout his/herresponses: observable actions (categories are: go to school, prepare learning material artifacts, provide visual-or-oral information,ask for information, request for another person?s actions, respond to requests and instructions, graphic production, correct graphicproduction), mental states (affective, attentional and epistemic) and cognitive processes (visual/auditory, acquiring, memorizing andretrieving knowledge, understanding, anticipating and planning, on-line monitoring, assessing graphic productions and skills,generating new mental representations). Were identified four main conceptual profiles formed by children from the three schoolgrades. These results question the notion of linear age-related development of children?s ways of thinking about learning and teachingin the domain of writing. Developmental and educational reflections will be provided. This research was conducted with support fromUniversidad Nacional del Comahue (C-107) and ANPCYT (PICT2014-1016) from Argentina.