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Resumen
En el marco de la conceptión constructivista de la enseñanza y del aprendizaje, la investigateón que se pres tiene como objetivo el estudio del traspaso del control como mecanismo de influencia educativa que opera en el plan la organización de la actividad conjunta de profesor y alumnos en torno a los contenidos o tareas escolares. A este se analizan los registros observacionales de tres secuencias didácticas sucesivas y relacionadas entre sí, en las que profesora y un grupo de seis alumnos de una clase de cuatro años de educación infantil trabajan los primeros núm de la serie natural mediante la realización de juegos de mesa. Los resultados muestran cómo en estas secuencias di ticas el traspaso del control se produce mediante una serie de dispositivos de ayuda pedagógica diversos en cuanto participantes que intervienen y los momentos en que aparecen. La posibilidad de utilizar estos dispositivos está e chamente relacionada con la naturaleza y características de la tarea en torno a la cual se organiza la actividad junta de los participantes. Además, su evolución a lo largo de las secuencias didácticas muestra hasta qué pun traspaso del control es un mecanismo de influencia educativa complejo, no lineal, gradual y problemático.
Abstract
Starting from a constructivist conception of teaching and learning at school, this research work aims to study trol transfer as a mechanism of educational influence within the framework of teacher-student's joint activity, respect to academic contents or tasks. To this end, we analyse a range of teaching and learning activities involvi teacher and a group of 6 4 years-old preschoolers working on the first numbers of the natural numerical sequ using board games. The data—observational in nature—were compiled from three consecutive didactic sequ related to the teaching and learning of mathematics in preschool education. The results show: first, that con transfer in this interaction functions via both ‘a priori’ and ‘a posteriori’ mechanisms; these mechanisms are relat the nature of the task. Second, control transfer is not a linear mechanism; it is complex, gradual, and problemati
Extended Summary
One of the challenges put forward in recent years, within the framework o constructivist approach to teaching and learning, is the study of the educatio influence teachers exert over students' knowledge construction processes. A hough it is true that students construct meanings from the material taught school thanks to their own mental activity, it is also true that help from teach is required to bring the meanings they construct closer to the cultural meanin involved in the material under study. This help is supplied through interpsych logical mechanisms. They are used by teachers and students to adapt their h to the process of constructing and attributing meaning carried out during t ching and learning activities.
The study focuses on a particular mechanism of educational influence, i the progressive transfer of control from teacher to students. The teacher off help that is adapted to the students' learning possibilities, either by 1) main ning high control when students' learning abilities are weaker, or by b) decr sing the degree of control as students' learning abilities increase. It is thus pos lated that control transfer acts through a range of educational help devices w hin an interaction framework; i.e., in—and through—forms of organizin joint activity that the teacher and students construct during a didactic sequen
Didactic sequence, session, interactivity segments, and interrelated acts the participants are the fundamental units used in the study of control trans Data are compiled from three consecutive and related didactic sequences, or nized around teaching and learning mathematics in preschool education group of six 4 years-old pupils and their teacher were monitored during three didactic sequences, on a total of nine sessions.
The results show, first, that control transfer takes place within an interac vity framework by means of two educational help devices: “a priori” and “a p teriori” mechanisms, depending on when the teacher's participation takes pl (i.e., before or after the student acts). Second, both types of mechanism are c sely related to the social and academic characteristics of the task. Third, ther evidence that both types of mechanism are linked to different modes of inter tion: teacher-single pupil, teacher-pupil pairs, teacher-pupil groups, and fina pupil-pupil. This helps to clarify how it is possible to implement scaffolding the classroom with different students at the same time.
Finally, control transfer is defined as a complex non-linear interpsycholog mechanism of educational influence that is also differential and, sometimes, p blematic. It is complex because it acts by means of different devices. It is linear because the trend towards greater teacher-control at the beginning, a less at the end of the didactic sequence, is marked by intermediate stages wh show both progress and regression in assuming and relinquishing control b ween the teacher and the pupils. It is differential, because control is transfer to different aspects of the joint activity at various moments of the teaching a learning process. And it is also problematic, because control transfer is always successful, despite the succession of attempts made to achieve it.