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Vergara Wilson, Martín
Nom
Vergara Wilson, Martín
Affiliation principale
Fonction
Assistant-doctorant
Email
martin.vergara@unine.ch
Identifiants
Résultat de la recherche
Voici les éléments 1 - 10 sur 13
- PublicationAccès libreReading comprehension strategies used by Chilean deaf adults. A think-aloud study(2023)
; - PublicationAccès libreProducing transformations to study them: Concept Development in Activity Clinics(2023)
; 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. - PublicationAccès libreConcept development in microengineering: unpacking underlying processes and developmental paths.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.
- PublicationMétadonnées seulementThe Vygotskian Contribution to the Construction of a General Theory of Human Learning(Cham, Switzerland: Springer, 2021)
; Lissi, María RosaDuring the 1990s, trying to account for the complexity of the learning process of adult learners, Étienne Bourgeois and Jean Nizet realized that the conceptual frameworks available to explain such a process widely rest on an epistemology that establishes a priori essential differences between child and adult learners. As a response, they committed in developing a general approach to human learning that were coherently inscribed in a general theory of human functioning and development. Appropriating the conceptual system of Piagetian constructivism, they developed a solid and fruitful account of human learning. This account, however, is not free of problems and poses new challenges. In this chapter, we briefly present two of those challenges (the supposed distinction of declarative and procedural knowledge, and the problem of authentic cognitive novelty) and propose Lev Vygotski’s work to overcome them. We focus particularly on the Vygotskian conceptions of concept and internalization, and we illustrate these conceptual contributions with examples of our work in teaching and research in both deaf education and teacher training. The chapter finally presents the integrated Vygotskian-Piagetian model we have adopted in our ongoing effort to account for human learning, which we hope will be useful for researchers and educators. - PublicationAccès libreLa 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)
; - PublicationMétadonnées seulementTECLAS: A Reading Comprehension Intervention for Chilean Deaf Adolescents(Washington D. C., United States: Gallaudet University Press, 2020)
; - PublicationAccès libre¿Cómo encontraré trabajo? Proyecciones imaginadas de transición desde la universidad al mundo laboral de estudiantes de pregrado(2019-11)
; Gallardo, GonzaloEste 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. - PublicationMétadonnées seulementWhen "inclusion" jeopardizes the learning opportunities of deaf students: The case of Chile(UK: Oxford University Press, 2019)
; Iturriaga, CristiánDeaf education in Chile has made important progress during the past 30 years, particularly during the past decade. However, many of these achievements have brought new problems and challenges. This chapter gives an overview of the paths followed by educational policy, school practices, and research in deaf education. The authors’ review of official documents and published research was enriched by the voices of eight key informants connected to deaf education. From the analysis of all the material gathered, they identified several important issues, such as the tension between policies that promote the education of deaf students in regular schools and those that acknowledge the importance of sign language in deaf education. They also included some proposals for further research and for moving forward in educational policy and practices, with a focus on the important role deaf adults can play in these processes. - PublicationAccès libreChilean deaf adolescents’ experiences with reading: beliefs and practices associated to different types of reading activities(2017-8-9)
- PublicationAccès libreDeaf and hard of hearing students' opportunities for learning in a regular secondary school in Chile: Teacher practices and beliefs(2016-6-6)
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