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Vergara Wilson, Martín

Nom
Vergara Wilson, Martín
Affiliation principale
Fonction
Assistant-doctorant
Email
martin.vergara@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/1294
_
0000-0002-0454-4924

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  • Publication
    Restriction temporaire
    Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play
    (2025-02)
    Christian Sebastián
    ;
    Vergara Wilson, Martín 
    ;
    María Rosa Lissi
    ;
    Catalina Henríquez Pino
    ;
    Maximiliano Silva
    ;
    María Asunción Pérez-Cotapos
    Background Teachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers. Aims In this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change. Participants Twenty-five female student teachers in their second, third, or fourth year of study participated in the study. Methods Both small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences. Results The analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge. Conclusions We discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.
  • Publication
    Accès libre
    Producing transformations to study them: Concept Development in Activity Clinics
    (2023)
    Vergara Wilson, Martín 
    ;
    Kloetzer, Laure 
    Concepts are at the core of human psychological experience. By means of them, we can communicate, understand and collaborate with each other. Within each community, concepts have been learned and can be taught. They are of capital importance for education in every level and for work activities. Concepts have been the object of study of different disciplines and in different contexts for many years. Despite their importance and the attention they have received, both common sense and psychological science understand concepts in an oversimplified way that has consequences for research and teaching. Early in the past century, Vygotsky studied the phenomena of concepts and their development in what ended up addressing most of the loose ends that remain in current dominant psychological and educational perspectives. In this article, we review the main, hegemonic perspectives on concepts in psychology, particularly one of the mayor research fields in educational psychology (Research on Conceptual Change), to present later some cross-cutting criticisms to those approaches that will become our touchstone for a sound theory of concepts. Then we present the Vygotskian approach to concept development, and the methodological implications derived from the dialectical framework in which it is inscribed. Finally, extending the Vygotskian approach beyond child development, we present a method developed in French work psychology, the Activity Clinics approach, and its potential for studying the development of concepts in work activities.
  • Publication
    Restriction temporaire
    Reading comprehension strategies used by Chilean deaf adults. A think-aloud study
    (2023)
    María Rosa Lissi
    ;
    Maribel González
    ;
    Verónica Escobar
    ;
    Vergara Wilson, Martín 
    ;
    Camila Villavicencio
    ;
    Christian Sebastián
    This qualitative study aimed to identify and analyse reading comprehension strategies used by five deaf adults, 22–47 years old,who were close to complete or had lready completed their studies at a higher education institution. The method chosen was a partial replication of the one used by Banner and Wang (2011) in their think-aloud study to describe cognitive and metacognitive reading comprehension strategies use among deaf students and adults. The present study included similar interview questions and think-aloud procedures, which were conducted by a deaf teacher, native user of Chilean Sign Language (LSCh). Participants read informational texts and were interrupted three times during the reading task to answer questions about their cognitive and metacognitive processes. Results showed that these deaf adults can use strategies from all he categories identified by Pressley and Afflerbach (1995) : constructing meaning, monitoring and improving comprehension, and evaluating comprehension. Some strategies described in the study from Banner and Wang were observed only in individual cases, and some of them were not used at all. The deaf participants of this study also used some strategies that were not included in some previous studies. Since very few deaf adults in Chile have completed higher education, the information provided by this study could be useful in guiding interventions aimed to improve reading comprehension in elementary, highschool, and college DHH students. The relevance of early experiences with reading, and motivational factors associated to reading achievement are discussed.
  • Publication
    Accès libre
    Concept development in microengineering: unpacking underlying processes and developmental paths.
    (Universitat Politècnica de Catalunya., 2022-11-30)
    Vergara Wilson, Martín 
    Concepts are a matter of importance for engineering education. Believed to be critical for developing expertise and engineering competence, conceptual knowledge has become a focus for research and training. Despite focusing on it, engineering graduates still often do not understand core concepts for their practice. With a few exceptions, most research concerning conceptual knowledge in engineering has been developed on assumptions of cognitive psychology, which have been subject to strong criticisms. One of these criticisms points out that mainstream approaches on concepts do not account for the socio-material conditions in which concepts are used and transformed. Some researchers in engineering education have moved beyond, taking a situative perspective. These studies have shown how, compared to training, knowledge in the practice is highly contextualized, depends on tools in which it is inscribed, and is distributed among collaborators. However, while stressing the sociomaterial dimension of conceptual knowledge and the differences in concept use between training and practice, the situative perspective does not account for the way in which conceptual knowledge develops. Alternatively, the cultural-historical theory of concepts offers an approach that overcomes the weaknesses of mainstream approaches while addressing the problem of development. Drawing on culturalhistorical theory, this paper presents an ongoing research aimed at the study of concept development in microengineering teaching and practice. I will present the respective methodological approach—borrowed from a French tradition of work psychology—for studying concept development from interactions in work and teaching activities. Expected results and implications for engineering education will also be discussed.
  • Publication
    Accès libre
    La exclusión de la comunidad sorda del sistema de atención en salud mental. Hacia un modelo que respete sus características culturales y lingüísticas
    (Santiago de Chile: Pontificia Universidad Católica de Chile, 2021)
    Lissi, María Rosa
    ;
    Bacigalupo, Félix
    ;
    González, Maribel
    ;
    Escobar, Verónica
    ;
    Vergara Wilson, Martín 
    ;
    Varas, Elisa
    ;
    Bonilla, Yexenia
    Las personas sordas han estado históricamente marginadas del acceso a las oportunidades de promoción, prevención, atención e intervención en salud mental que se ofrecen al resto de la población, pese a que estudios realizados en países más desarrollados indican que estas presentan una mayor prevalencia de problemas de este tipo en comparación a los oyentes. Existe una falta de reconocimiento de las características lingüísticas y culturales de la comunidad sorda, y esta realidad a nivel global se ve agravada por la falta de políticas públicas concretas sobre el tema en nuestro país. A través de la realización de entrevistas, se levantó información sobre esta problemática con el objetivo de proponer sugerencias que contribuyan a generar condiciones más justas para la población sorda en cuanto a sus posibilidades de acceder a una atención en salud mental que respete sus características. Considerando que uno de los problemas es la ausencia de instrumentos que se adecuen a las necesidades de este grupo se planteó también el objetivo de traducir a LSCh y adaptar el Patient Health Questionnaire PHQ-9 (Kroenke et al., 2001), un instrumento para evaluar síntomas depresivos, como un primer paso en el desarrollo de instrumentos de evaluación que se adecuen a la comunidad sorda.
  • Publication
    Accès libre
    ¿Cómo encontraré trabajo? Proyecciones imaginadas de transición desde la universidad al mundo laboral de estudiantes de pregrado
    (2019-11)
    Vergara Wilson, Martín 
    ;
    Gallardo, Gonzalo
    Este estudio cualitativo y exploratorio describe proyecciones de transición imaginadas desde la universidad al mundo del trabajo de estudiantes de pregrado en sus últimos años de formación. Basado en el análisis de entrevistas a 19 estudiantes de cuatro carreras de la Pontificia Universidad Católica de Chile, se presentan preocupaciones, dificultades, facilitadores y estrategias proyectadas en función del futuro ingreso al mundo laboral. Entre los principales hallazgos se destaca que la anticipación del egreso puede constituir una preocupación importante para el estudiantado, que esta preocupación dependería de la posición de su carrera en el mercado laboral y de la posición del estudiante en la estructura social, y que los discursos de transición al mundo del trabajo tienden a sobre enfatizar el potencial individual al respecto, eclipsando otros aspectos vinculados.
  • Publication
    Accès libre
    Chilean deaf adolescents’ experiences with reading: beliefs and practices associated to different types of reading activities
    (2017-8-9)
    Lissi, María Rosa
    ;
    Sebastián, Christian
    ;
    Iturriaga, Cristián
    ;
    Vergara Wilson, Martín 
    Deaf and hard-of-hearing (D/HH) students’ difficulties with written language have been consistently reported, but there are few studies about deaf students’ reading practices and experiences. This study aimed to characterize past and current reading experiences of Chilean D/HH adolescents. There were 46 participating students (7th–12th graders). Semi-structured interviews were conducted, which addressed students’ beliefs about reading, early experiences with books, preferred reading material, and perceptions of themselves as readers. The interviews were analyzed using qualitative content analysis. Results show that, for students, reading is an arduous and not much enjoyed activity; it becomes a task they try to avoid and which they circumscribe mostly to the school context. Some of them report enjoying interacting with other types of texts, especially when these include pictures, but they do not seem to consider them as true reading activities. Reading difficulties faced in their early school years are still present. Students tend to blame their difficulties on limited vocabulary knowledge and to ask for help from teachers and parents in order to understand text. Most of them are not independent readers, and having to rely on someone else to understand text perpetuates their view of themselves as non-readers. Results are interpreted within a sociocultural framework to understand learning and motivation; the discussion includes suggestions for improving teaching practices.
  • Publication
    Accès libre
    Deaf and hard of hearing students' opportunities for learning in a regular secondary school in Chile: Teacher practices and beliefs
    (2016-6-6)
    Lissi, María Rosa
    ;
    Iturriaga, Cristián
    ;
    Sebastián, Christian
    ;
    Vergara Wilson, Martín 
    ;
    Henríquez, Catalina
    ;
    Hofmann, Sergio
    This study aimed to analyze the learning context of deaf and hard of hearing (D/HH) students in a Chilean high school, in which 50 D/HH students (7th to 12th grade) attend classes together with hearing classmates. Semi-structured interviews were conducted with seven high school teachers and five deaf education teachers, to explore their practices and beliefs regarding teaching D/HH students in regular classrooms. Ten classroom observations were also carried out in classes with and without the presence of a deaf education teacher. Interview data were analyzed using qualitative content analysis. Class observations enabled a better understanding of the context in which D/HH students and their teachers interact daily. Results from interview analysis provided information of teachers’ beliefs about D/HH students; regular teachers and deaf education teachers’ perceptions of the roles they play in students’ learning; accommodations made for D/HH students; and facilitators and barriers for teaching in classes with D/HH students. High school teachers’ report of their difficulties to teach D/HH students and their need to rely on deaf education teachers in the classroom was corroborated by classroom observations, which showed that most D/HH students were unable to follow the class in absence of special teacher’s support, and regular teachers had problems communicating with them. D/HH students’ opportunities for learning are highly restricted in such environment. Implications for educational inclusion policies and teacher preparation programs are discussed.
  • Publication
    Accès libre
    Apoyo institucional para la inclusión educativa universitaria: actividades deportivas de integración
    (Santiago de Chile: LOM Ediciones., 2016)
    Gallardo, Gonzalo
    ;
    Espinosa, Constanza
    ;
    Vergara Wilson, Martín 
    ;
    Sanhueza, Macarena
    ;
    Cruz, Soledad
    El presente documento ofrece los resultados de la evaluación de una iniciativa orientada a favorecer la integración social de estudiantes de la Pontificia Universidad Católica de Chile al comienzo de su primer año universitario. La iniciativa, denominada actividades deportivas de integración, es ejecutada por la Dirección de Asuntos Estudiantiles de la institución y persigue favorecer el encuentro entre diversos estudiantes mediante el desarrollo de actividades cooperativas. Se describen vivencias de estudiantes participantes de esta iniciativa en los años 2012 y 2013. Y se ofrecen orientaciones para la acción que dan sustento al desarrollo de éstas y otras acciones que aspiran a promover la inclusión en la educación superior.
  • Publication
    Accès libre
    High School to College Transition Experiences of Students Admitted in a Chilean Traditional University (CRUCH) through Inclusive Special Admission
    (2014-10-30)
    Gallardo, Gonzalo
    ;
    Lorca, Amaya
    ;
    Morrás, Daniela
    ;
    Vergara Wilson, Martín 
    Based on a qualitative research design, this study aimed to reconstruct the transition experience from high school to university of a group of young university students from their own perspective. They were accepted through Talent+Inclusion, a special admission program at the Pontificia Universidad Católica de Chile, a traditional institution belonging to the Council of Rectors of Chilean Universities (CRUCH). The perspective of young students, who are key players in the whole learning process, may provide relevant information to the continuous improvement of support programs offered to freshmen when entering higher education. The main findings were summarized, describing the interviewees’ entry trajectory and its principal characteristics, challenges, and difficulties faced by students in their first year, as well as the enablers and projections about future. Differences among academic cultures, identified in students’ narratives, were observed and described, and their impact on inclusion, promotion of learning, and students’ sense of belonging to the university were discussed.