High School Learning

  • Mónica Calvet

Keywords:

training, learning, Activity Theory

Abstract

This paper reviews the findings of a mas­ter’s thesis directed by Dr. Edith Litwin called “Learning in Alto Valle de Rio Ne­gro and Neuquén High Schools in the opinion of college students from the Uni­versidad National of Comahue”. The stu­dents interviewed studied in high school during from 2000 to 2005. From cog­nitive and constructivist approaches to socio-cognitive learning, we carried out research into the significance of ad­vanced university students’ learning in high school. We focus on narratives re­lated to: What aspects of learning prac­tice in high schools students recover as its constitutive part? What projection value do they assign to acquired learning? We interpreted the significance of the histo­ry of learning practice in High School, the formats of interaction between this practice and teaching practice, the link between learning practice and the institutional environment.

Downloads

Author Biography

Mónica Calvet

Profesora a cargo de cátedra Fun­damentos de la Psicología - Área de trabajo investigativo: Didáctica – Co-directora. Universidad Nacional del Comahue, Facultad de Ciencias de la Educación.

Downloads

Published

2012-07-19

How to Cite

Calvet, M. (2012). High School Learning. Praxis Educativa, 15(15), 31–38. Retrieved from https://cerac.unlpam.edu.ar/index.php/praxis/article/view/401

Issue

Vol. 15 No. 15 (2011): marzo 2011-febrero 2012

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).