Teachers' Meaning Formation and Mental Concept Representation of Inclusion

Claudia Jaquelina Gonzalez-Trujillo, E. O. Lopez-Ramirez, María Adelfa Gonzalez-Canales
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引用次数: 1

Abstract

A sample of 20 teachers with experience on inclusive education and 20 teachers with no experience dealing with inclusion of students with intellectual disability were required to take a natural semantic net instrument to analyze their mental concept representation towards inclusion. The goal was to compare both groups meaning formation regarding this topic. Results showed that both groups had similar knowledge schemata, but conceptual organization was different which lead each group to different meaning formation toward inclusion. It is argued that by using natural semantic network techniques formative learning techniques can be implemented to empower teachers to cope with inclusion of people with disabilities in regular educational programs.
教师包容的意义形成与心理概念表征
本研究要求20名有全纳教育经验的教师和20名没有处理智障学生共纳经验的教师采用自然语义网工具分析他们对共纳的心理概念表征。目的是比较两组关于这个主题的意义形成。结果表明,两组学生具有相似的知识图式,但概念组织不同,导致两组学生对包容的意义形成不同。本文认为,通过使用自然语义网络技术,可以实施形成性学习技术,使教师能够应对将残疾人纳入常规教育计划的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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