Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile

In this doctoral thesis, educational phenomenon and school education programmes are comprehended from an interdisciplinary theoretical construction, which reconceptualizes in a geographical sense the concept of situated learning and defines common areas where the students are learning, or about wher...

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Autor: Torres Cañete, Rodrigo
Tipo de recurso: tesis doctoral
Estado:Versión publicada
Fecha de publicación:2021
País:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/253007
Acceso en línea:https://hdl.handle.net/10533/253007
Access Level:acceso abierto
Palabra clave:Ciencias Sociales
Geografía Económica y Social
Otras Especialidades de la Geografía Económica y Social
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dc.title.es_CL.fl_str_mv Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
Geografía de la Educación para una enseñanza situada: Experimentación pedagógica con Terceros Años Medios de escuelas municipales de San Antonio, Chile
title Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
spellingShingle Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
Torres Cañete, Rodrigo
Ciencias Sociales
Geografía Económica y Social
Otras Especialidades de la Geografía Económica y Social
title_short Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
title_full Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
title_fullStr Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
title_full_unstemmed Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
title_sort Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
dc.creator.none.fl_str_mv Torres Cañete, Rodrigo
author Torres Cañete, Rodrigo
author_facet Torres Cañete, Rodrigo
author_role author
dc.contributor.advisor.none.fl_str_mv Paulsen Bilbao, Abraham
dc.contributor.institution.es_CL.fl_str_mv PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
dc.subject.oecd1n.es_CL.fl_str_mv Ciencias Sociales
topic Ciencias Sociales
Geografía Económica y Social
Otras Especialidades de la Geografía Económica y Social
dc.subject.oecd2n.es_CL.fl_str_mv Geografía Económica y Social
dc.subject.oecd3n.es_CL.fl_str_mv Otras Especialidades de la Geografía Económica y Social
description In this doctoral thesis, educational phenomenon and school education programmes are comprehended from an interdisciplinary theoretical construction, which reconceptualizes in a geographical sense the concept of situated learning and defines common areas where the students are learning, or about where they could learn based on a territorial approach. This study looks to describe, compare, and interpret, in different geographic scales, the primary forms, durations, and extensions of the “learnency surfaces”, of Third-Middle grade students (ISCED 3) of the Chilean seaport of San Antonio, in the Valparaiso region. For this data obtained were used in 2018 from public high schools with diverse performance and economic vulnerability, measured by official statistics. The research process yielded much casuistic information, useful for pedagogical work. In general, this study found that students from schools with a low level of vulnerability and with better academic performance (Group 1) had higher expectations, identify themselves more with their country, and move with more frequency out of their local territory, for which they had more objections and qualms than students from schools with a high level of vulnerability and low learning achievement and more vulnerability (Group 2). Group 1 also was proved to be more critical about their interpersonal relationships and their student performance showed a greater connection with urban spaces and a less rootedness with rural areas and natural landscape units. Once demonstrated the methodological workability on these “learnency surfaces”, this study projects their use on the development of strategies for genuinely situated teaching, through a didactic model of geographic research and pedagogical experimentation with regional scope.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-10-20T18:43:26Z
2022-08-22T17:21:27Z
dc.date.available.none.fl_str_mv 2021-10-20T18:43:26Z
2022-08-22T17:21:27Z
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spelling PONTIFICIA UNIVERSIDAD CATOLICA DE CHILETorres Cañete, Rodrigo2021https://hdl.handle.net/10533/253007http://purl.org/coar/access_right/c_abf2Otras Especialidades de la Geografía Económica y SocialGeografía Económica y SocialCiencias SocialesGeography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, ChilePaulsen Bilbao, AbrahamPONTIFICIA UNIVERSIDAD CATOLICA DE CHILEChileTorres Cañete, Rodrigo2021-10-20T18:43:26Z2022-08-22T17:21:27Z2021-10-20T18:43:26Z2022-08-22T17:21:27Z2021In this doctoral thesis, educational phenomenon and school education programmes are comprehended from an interdisciplinary theoretical construction, which reconceptualizes in a geographical sense the concept of situated learning and defines common areas where the students are learning, or about where they could learn based on a territorial approach. This study looks to describe, compare, and interpret, in different geographic scales, the primary forms, durations, and extensions of the “learnency surfaces”, of Third-Middle grade students (ISCED 3) of the Chilean seaport of San Antonio, in the Valparaiso region. For this data obtained were used in 2018 from public high schools with diverse performance and economic vulnerability, measured by official statistics. The research process yielded much casuistic information, useful for pedagogical work. In general, this study found that students from schools with a low level of vulnerability and with better academic performance (Group 1) had higher expectations, identify themselves more with their country, and move with more frequency out of their local territory, for which they had more objections and qualms than students from schools with a high level of vulnerability and low learning achievement and more vulnerability (Group 2). Group 1 also was proved to be more critical about their interpersonal relationships and their student performance showed a greater connection with urban spaces and a less rootedness with rural areas and natural landscape units. Once demonstrated the methodological workability on these “learnency surfaces”, this study projects their use on the development of strategies for genuinely situated teaching, through a didactic model of geographic research and pedagogical experimentation with regional scope.Los fenómenos educativos y el sistema de enseñanza escolar son comprendidos, en esta tesis doctoral, desde una construcción teórica interdisciplinaria, que reconceptualiza geográficamente la noción de aprendizaje situado, y que define áreas comunes en que unos sujetos están aprendiendo, o respecto de las cuales podrían aprender con una pertinencia territorial determinada. Las principales formas, duraciones y extensiones de estas “superficies de aprendiencia” son descritas, comparadas e interpretadas —en distintas escalas geográficas— en el caso de estudiantes de Terceros Años Medios (ISCED 3) de escuelas municipales de San Antonio, zona portuaria de la región chilena de Valparaíso, mediante datos obtenidos en 2018 en escuelas con diferentes desempeños y vulnerabilidad socioeconómica, según las métricas oficiales. El proceso de investigación arrojó abundante información casuística, útil para el trabajo pedagógico, y en términos generales permitió encontrar, en el caso de estudio, que los estudiantes de una escuela de baja vulnerabilidad socioeconómica y mejor rendimiento académico (Grupo 1), en comparación con establecimientos con resultados de aprendizaje más disminuidos y mayor vulnerabilidad (Grupo 2) tienen expectativas comparativamente altas, se identifican más con su país, y se desplazan con mayor frecuencia fuera de su territorio local, respecto del cual presentan mayores objeciones y reparos. Son también más críticos acerca de sus relaciones interpersonales y de su rendimiento estudiantil, y muestran una mayor vinculación con los espacios urbanos, por oposición a un menor arraigo con zonas rurales y unidades de paisaje natural. Demostrada la aplicabilidad metodológica de las superficies de aprendiencia, se proyecta su uso en la formulación de estrategias para una enseñanza genuinamente situada, mediante un modelo didáctico de investigación geográfica y experimentación pedagógica con alcance regional.21151551https://hdl.handle.net/10533/253007instname: Conicytreponame: Repositorio Digital RI2.0info:eu-repo/grantAgreement//21151551info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488https://repositorio.uc.cl/handle/11534/62187info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivs 3.0 Chilehttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/Ciencias SocialesGeografía Económica y SocialOtras Especialidades de la Geografía Económica y SocialGeography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, ChileGeografía de la Educación para una enseñanza situada: Experimentación pedagógica con Terceros Años Medios de escuelas municipales de San Antonio, Chileinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/2530078d240004-c2cc-4b9f-948b-f5f7bde5cc9cvirtual::62140-18d240004-c2cc-4b9f-948b-f5f7bde5cc9cvirtual::62140-1THUMBNAIL21151551.pdf.jpgIM Thumbnailimage/jpeg4955https://repositorio.anid.cl/bitstreams/efe36333-accd-49c3-a404-877ed9d71940/downloadc6a6ab5a12efe1d9a3be9e431159a27cMD51TEXT21151551.pdf.txtExtracted texttext/plain675337https://repositorio.anid.cl/bitstreams/e1db4962-8a9b-424f-9388-9e385012cdba/download5d015fe4d104310b277ced7725d2edf6MD52CC-LICENSElicense_rdfapplication/octet-stream1232https://repositorio.anid.cl/bitstreams/a4432a8a-0c17-4d97-b8c4-9651a4536e0d/downloadf97bcfdf58f3e17b5cec231112dab5b1MD53LICENSElicense.txttext/plain1779https://repositorio.anid.cl/bitstreams/2b3a47b3-2628-4b08-91ab-c4357f82c8c1/download593a6e7305c66c56041a9f9e15a649c1MD54ORIGINAL21151551.pdfTesis doctoral rtorres 2021application/pdf20304911https://repositorio.anid.cl/bitstreams/e8c0ea73-49b9-4bd7-b1f7-202ca4f0f49c/download925c9664d82afd43a6bc7d3c08c82653MD5510533/253007oai:repositorio.anid.cl:10533/2530072023-07-24 08:45:34.507http://creativecommons.org/licenses/by-nc-nd/3.0/cl/info:eu-repo/semantics/openAccesshttps://repositorio.anid.clRepositorio ANIDaletelier@anid.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