Abstract
La presente tesis doctoral se enmarca en la línea de investigación sobre conocimientointuitivo y cambio conceptual. Adoptando el marco de teorías implícitas, se investiganlas concepciones de profesores y alumnos de conservatorios de música (piano) sobre laenseñanza y el aprendizaje de partituras musicales. Las concepciones de los profesores(n = 45) fueron analizadas de acuerdo a las variables “Años de experiencia docente” y“Ciclo educativo en que se enseña”, y las de los alumnos (n = 215) según la variablecombinada “Edad / Nivel de instrucción”. Los datos fueron recogidos mediantetareas/preguntas abiertas y cuestionarios de dilemas, y analizados mediante diversastécnicas estadísticas (p.ej., lexicometría, análisis no-paramétricos, paramétricos). Lasconcepciones identificadas se interpretan como el reflejo de tres teorías implícitas desofisticación creciente (directa, interpretativa y constructiva), cuyo cambio conceptualparece asociarse esencialmente a factores de naturaleza evolutivo-educativa. Se discutenlas implicaciones, limitaciones y futuras líneas de investigación.
This doctoral dissertation is framed within the line of research on intuitive knowledgeand conceptual change. By adopting the framework of implicit theories, conceptionsabout teaching and learning of musical scores held by piano teachers and students frommusic conservatories were investigated. Teachers’ conceptions (n = 45) were analyzedaccording to the variables “Years of teaching experience” and “Educational level ofteaching”, whereas students’ conceptions (n = 215) were analyzed according to thecollapsed variable “Age / Level of instruction.” Data was collected by means of writtenopen-ended tasks/questions and questionnaires of dilemmas, and analyzed with diversestatistical techniques (e.g., lexicometry, parametric and non-parametric methods). Theconceptions identified are interpreted as the reflection of three increasinglysophisticated implicit theories (direct, interpretative, and constructive), of whichconceptual change seems to be primarily associated with factors of developmentaleducational nature. Implications, weaknesses and future lines of research are discussed. Copyright © 2009 Author.
This doctoral dissertation is framed within the line of research on intuitive knowledgeand conceptual change. By adopting the framework of implicit theories, conceptionsabout teaching and learning of musical scores held by piano teachers and students frommusic conservatories were investigated. Teachers’ conceptions (n = 45) were analyzedaccording to the variables “Years of teaching experience” and “Educational level ofteaching”, whereas students’ conceptions (n = 215) were analyzed according to thecollapsed variable “Age / Level of instruction.” Data was collected by means of writtenopen-ended tasks/questions and questionnaires of dilemmas, and analyzed with diversestatistical techniques (e.g., lexicometry, parametric and non-parametric methods). Theconceptions identified are interpreted as the reflection of three increasinglysophisticated implicit theories (direct, interpretative, and constructive), of whichconceptual change seems to be primarily associated with factors of developmentaleducational nature. Implications, weaknesses and future lines of research are discussed. Copyright © 2009 Author.
| Original language | Spanish |
|---|---|
| Publication status | Published - 2009 |
Citation
Bautista Arellano, A. (2009). Concepciones de profesores y alumnos de piano sobre la enseñanza y el aprendizaje de partituras musicales. Unpublished doctoral dissertation, Universidad Autónoma de Madrid, Spain.Keywords
- Cambio conceptual
- Teorías implícitas
- Concepciones de aprendizaje y enseñanza
- Profesores
- Alumnos
- Conservatorios de música
- Partituras musicales
- Conceptual change
- Implicit theories
- Conceptions of learning and instruction
- Teachers
- Students
- Music conservatories
- Musical scores
- Alt. title: Piano teachers’ and students’ conceptions of the teaching and learning of musical scores