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dc.contributor.authorLópez Íñiguez, Guadalupees_ES
dc.contributor.authorPozo Municio, J. Ignacio es_ES
dc.contributor.otherUAM. Departamento de Psicología Básicaes_ES
dc.date.accessioned2015-05-08T17:52:17Z
dc.date.available2015-05-08T17:52:17Z
dc.date.issued2014-07-07
dc.identifier.citationCognition and Instruction 32.3 (2014): 219–252en_US
dc.identifier.issn0737-0008 (print)en_US
dc.identifier.issn1532-690X (online)en_US
dc.identifier.urihttp://hdl.handle.net/10486/666098en_US
dc.description.abstractWhile many studies have considered the association between teachers’ and students’ conceptions of teaching and learning and classroom practices, few studies have researched the influence of teachers’ conceptions on students’ conceptions. Our objective was to analyze the influence of music teachers’ conceptions on student ideas regarding teaching and learning. We interviewed 30 children with teachers with traditional conceptions of teaching and learning and 30 with teachers with constructive conceptions. Interviews were conducted after children viewed videos of instrument lessons demonstrating direct, interpretative or constructive teaching and learning. A first quantitative analysis (ANOVA) considered the video choice. A second qualitative analysis (lexicometric analysis) was based on video choice explanations. Results showed that students’ conceptions corresponded to their teachers’ profiles. Student explanations in the constructive group were longer and more elaborate, focusing on learning processes and conditions and student autonomy, whereas the traditional group focused on outcomes and responding to teacher instructions.en_US
dc.description.sponsorshipThis research was financed by the Ministry of Science and Innovation, through project EDU2010-21995-C02-01en_US
dc.format.extent36 pag.es_ES
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofCognition and Instructionen_US
dc.rights© Taylor & Francis Group, LLCen_US
dc.subject.otherConstructivismen_US
dc.subject.otherMusic Educationen_US
dc.subject.otherStudent Attitudesen_US
dc.subject.otherTeachingen_US
dc.subject.otherTeaching Methodsen_US
dc.titleLike teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instrumentsen_US
dc.typearticleen_US
dc.subject.ecienciaEducaciónes_ES
dc.subject.ecienciaPsicologíaes_ES
dc.relation.publisherversionhttp://dx.doi.org/10.1080/07370008.2014.918132en_US
dc.identifier.doi10.1080/07370008.2014.918132es_ES
dc.identifier.publicationfirstpage219es_ES
dc.identifier.publicationissue3es_ES
dc.identifier.publicationlastpage252es_ES
dc.identifier.publicationvolume32es_ES
dc.relation.projectIDGobierno de España. EDU2010-21995-C02-01es_ES
dc.type.versioninfo:eu-repo/semantics/acceptedVersionen_US
dc.rights.accessRightsopenAccessen_US
dc.authorUAMPozo Municio, J.Ignacio (259305)
dc.authorUAMLópez Iñiguez, Guadalupe (264308)
dc.facultadUAMFacultad de Psicología


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