PDF(Pubmed)
Abstract：
UNASSIGNED: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning.
UNASSIGNED: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S\'], and by continuous comparisons of the data.
UNASSIGNED: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students\' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning.
UNASSIGNED: Students\' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.
UNASSIGNED: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S\'], and by continuous comparisons of the data.
UNASSIGNED: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students\' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning.
UNASSIGNED: Students\' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.
摘要：
■要分析护理专家教授确定的基本方面，口译,并在课堂对话过程中与学生进行组织，以促进他们的学习。
■定性研究，多中心研究的一部分，特别是从微观人种学方法中使用了人种学。麦德林一所公立大学护理学院的专家教授，哥伦比亚,被选中进行研究。实地工作分三个阶段进行：1：从两个不同的角度（一个专注于教授，另一个专注于学生）记录在视频中的两个形态生理学课程面对面课程中的非参与者观察；2：对教授和五名学生（第一类三个，第二类两个）进行大声思考访谈，他们在课堂上自发地与教授开始了两次以上的交流互动；3：平行转录，组织在说教序列（视频）。该分析得到了单元学生-教授（识别-评估-答案）学生[S-P（i-e-a）S\']的支持，并通过数据的连续比较。
■确定了四个类别：1：基本方面的识别：先验知识的重要性，2：解释：基本方面与学生心理过程之间的联系，3：答案的组织：先验知识和新知识之间的联系，和：4：与学生的学习需求同步，将其分组为一个元类别：学生的先验知识：学习的基本方面。
■学生的经验先验知识构成了确定的基本方面，解释,并由专家教授组织，以实现重要的学习。
■定性研究，多中心研究的一部分，特别是从微观人种学方法中使用了人种学。麦德林一所公立大学护理学院的专家教授，哥伦比亚,被选中进行研究。实地工作分三个阶段进行：1：从两个不同的角度（一个专注于教授，另一个专注于学生）记录在视频中的两个形态生理学课程面对面课程中的非参与者观察；2：对教授和五名学生（第一类三个，第二类两个）进行大声思考访谈，他们在课堂上自发地与教授开始了两次以上的交流互动；3：平行转录，组织在说教序列（视频）。该分析得到了单元学生-教授（识别-评估-答案）学生[S-P（i-e-a）S\']的支持，并通过数据的连续比较。
■确定了四个类别：1：基本方面的识别：先验知识的重要性，2：解释：基本方面与学生心理过程之间的联系，3：答案的组织：先验知识和新知识之间的联系，和：4：与学生的学习需求同步，将其分组为一个元类别：学生的先验知识：学习的基本方面。
■学生的经验先验知识构成了确定的基本方面，解释,并由专家教授组织，以实现重要的学习。
