Teachers' meaning formation and mental concept representation of inclusion

Claudia Jaquelina Gonzalez-Trujillo, Ernesto Octavio Lopez-Ramirez, María Adelfa Gonzalez-Canales

Resultado de la investigación

Resumen

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.

Idioma originalEnglish
Título de la publicación alojadaICETM 2019 - Proceedings of 2019 2nd International Conference on Education Technology Management
EditorialAssociation for Computing Machinery (ACM)
Páginas24-28
Número de páginas5
ISBN (versión digital)9781450376297
ISBN (versión impresa)9781450376297
DOI
EstadoPublished - 18 dic 2019
Evento2nd International Conference on Education Technology Management, ICETM 2019 - Barcelona
Duración: 18 dic 201920 dic 2019

Serie de la publicación

NombrePervasiveHealth: Pervasive Computing Technologies for Healthcare
ISSN (versión impresa)2153-1633

Conference

Conference2nd International Conference on Education Technology Management, ICETM 2019
País/TerritorioSpain
CiudadBarcelona
Período18/12/1920/12/19

All Science Journal Classification (ASJC) codes

  • Interacción persona-ordenador
  • Redes de ordenadores y comunicaciones
  • Visión artificial y reconocimiento de patrones
  • Software

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