Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education

Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education

This paper analyses and evaluates a didactic strategy devised to exploit non-fiction picture books. We start from the initial assumption that the organisation, design and style of many of these works turn learning into a vivid experience, as opposed to the more expository and cold approach of the te...

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Autores principales: Cristóbal Hornillos, Rubén, Sanjuán Álvarez, Marta, Villar Secanella, Eva María
Formato: Online
Lenguaje:spa
Publicado: Universidad de Sonora 2023
Acceso en línea:https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/129
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author Cristóbal Hornillos, Rubén
Sanjuán Álvarez, Marta
Villar Secanella, Eva María
spellingShingle Cristóbal Hornillos, Rubén
Sanjuán Álvarez, Marta
Villar Secanella, Eva María
Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education
author_facet Cristóbal Hornillos, Rubén
Sanjuán Álvarez, Marta
Villar Secanella, Eva María
author_sort Cristóbal Hornillos, Rubén
title Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education
title_short Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education
title_full Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education
title_fullStr Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education
title_full_unstemmed Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education
title_sort analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in primary education: analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in primary education
description This paper analyses and evaluates a didactic strategy devised to exploit non-fiction picture books. We start from the initial assumption that the organisation, design and style of many of these works turn learning into a vivid experience, as opposed to the more expository and cold approach of the textbook, provided that the mediation process takes advantage of the aesthetic and playful component they contain. To this end, we have developed an action-research process (Elliott, 1993) that analyses the results of a didactic intervention with a 3rd grade Primary school group, based on the book Find Tom in Time: Ancient Egypt, by Crow and Burke (2019), which we have already analysed in a previous work following the criteria of the Orbis Pictus Award Committee (Sanjuán and Cristóbal, 2022). The didactic procedure is based on the guided conversation model proposed by Tough (1976 and 1979) for the development of cognitive structures in children, on the consideration of the relevance of the emotional processes of reading and learning by Kesler (2012) and Sanjuán (2013), as well as on Bandura's (1976) concept of modelled social learning. The results indicate that the didactic strategy developed adds numerous emotional components to the cognitive processes of learning, stimulates attitudes of enquiry, creativity and play, and simultaneously favours sensory and linguistic development.
publisher Universidad de Sonora
publishDate 2023
url https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/129
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spelling oai:https:--estudioslambda.unison.mx-:article-1292023-05-19T19:59:40Z Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education Análisis y evaluación de una estrategia didáctica para el aprovechamiento de libros álbum de no-ficción en Educación Primaria: Analysis and evaluation of a didactic strategy to take advantage of non-fiction picture books in Primary Education Cristóbal Hornillos, Rubén Sanjuán Álvarez, Marta Villar Secanella, Eva María libros ilustrados de no-ficción procesos emocionales del aprendizaje procesos de lectura estrategias de diálogo aprendizaje social Spanish This paper analyses and evaluates a didactic strategy devised to exploit non-fiction picture books. We start from the initial assumption that the organisation, design and style of many of these works turn learning into a vivid experience, as opposed to the more expository and cold approach of the textbook, provided that the mediation process takes advantage of the aesthetic and playful component they contain. To this end, we have developed an action-research process (Elliott, 1993) that analyses the results of a didactic intervention with a 3rd grade Primary school group, based on the book Find Tom in Time: Ancient Egypt, by Crow and Burke (2019), which we have already analysed in a previous work following the criteria of the Orbis Pictus Award Committee (Sanjuán and Cristóbal, 2022). The didactic procedure is based on the guided conversation model proposed by Tough (1976 and 1979) for the development of cognitive structures in children, on the consideration of the relevance of the emotional processes of reading and learning by Kesler (2012) and Sanjuán (2013), as well as on Bandura's (1976) concept of modelled social learning. The results indicate that the didactic strategy developed adds numerous emotional components to the cognitive processes of learning, stimulates attitudes of enquiry, creativity and play, and simultaneously favours sensory and linguistic development. Este trabajo analiza y evalúa una estrategia didáctica ideada para la explotación de libros ilustrados de no-ficción. Partimos del presupuesto inicial de que la organización, el diseño y estilo de muchas de estas obras convierten el aprendizaje en una experiencia vívida, frente al enfoque más expositivo y frío del libro de texto, siempre que el proceso de mediación sepa aprovechar el componente estético y lúdico que contienen. Con esta finalidad, hemos desarrollado un proceso de investigación-acción (Elliott, 1993) que analiza los resultados de una intervención didáctica con un grupo de 3º de Primaria, basada en el libro Tom viaja en el tiempo: Antiguo Egipto, de Crow y Burke (2019), que ya analizamos en un trabajo anterior siguiendo los criterios del Orbis Pictus Award Committee (Sanjuán y Cristóbal, 2022). El procedimiento didáctico se apoya en el modelo de conversación dirigida propuesto por Tough (1976 y 1979) para el desarrollo de estructuras cognitivas en los niños, en la consideración de la relevancia de los procesos emocionales de la lectura y el aprendizaje de Kesler (2012) y Sanjuán (2013), así como en el concepto de aprendizaje social modelado de Bandura (1976). Los resultados indican que la estrategia didáctica desarrollada añade numerosos componentes emocionales a los procesos cognitivos del aprendizaje, estimula actitudes de indagación, creatividad y juego, y favorece simultáneamente el desarrollo sensorial y lingüístico. Universidad de Sonora 2023-05-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículos de investigación Texto application/pdf text/xml https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/129 10.36799/el.v8i1.129 Estudios λambda. Teoría y práctica de la didáctica en lengua y literatura. ; Vol. 8 No. 1 (2023); 17-43 Estudios λambda. Teoría y práctica de la didáctica en lengua y literatura. ; Vol. 8 Núm. 1 (2023); 17-43 2448-5942 spa https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/129/121 https://estudioslambda.unison.mx/index.php/estudioslambda/article/view/129/122 Derechos de autor 2023 RUBEN CRISTOBAL HORNILLOS https://creativecommons.org/licenses/by-nc-nd/4.0

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