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Actualidades en Psicología

versión On-line ISSN 2215-3535versión impresa ISSN 0258-6444

Resumen

LEITE, Ana Amábile Gabrielle Rodrigues; ARAUJO, Ludgleydson Fernandes de  y  NEGREIROS, Fauston. Teachers’ social representations of Learning shared by private school: a comparative study. Act.Psi [online]. 2020, vol.34, n.129, pp.33-45. ISSN 2215-3535.  http://dx.doi.org/10.15517/ap.v34i129.34652.

Objective. The aim was to understand private school teachers’ social representations of learning in the current technological landscape. Method. Forty teachers participated in the study; twenty of whom had Educational Robotic Technology embedded in their school curriculum; and twenty of whom did not. Data collection was carried out via a socio-demographic questionnaire, TALP and semi-structured interviews. The data were analyzed using Bardin’s technique of semantic networks and thematic content analysis. Results. Teachers with educational robotics in their curriculum-linked learning showed the construction of knowledge associated with a constructionist approach. Those who did not, conversely, elucidated learning with an instructional vision aimed at transmitting the knowledge that occurs through the search.

Palabras clave : Social representations; learning; teachers.

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