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The conceptual table, to develop theoretical framework of a field of knowledge
- 1. THE CONCEPTUAL TABLE: A STRATEGYFOR THE DEVELOPMENT OF A THEORETICAL FRAMEWORK OF A FIELD RESEARCH OR KNOWLEDGE
- 2. 2 20/02/14 Guidelines to start I Makea thorough sweep of all the references in the theme chosen by using keywords Check all the databases at our disposal (libraries, portals, trade magazines, portals thesis, virtual scientific publications, specialty etc..) Open a folder where you go filing all jobs that are on topic, opening new sub-subfolders. Dra. María Isabel Vera
- 3. 3 20/02/14 Guidelines to start II Read a few jobs to take note of the inputs (columns) that we could put on our table conceptual Always leave blank columns for issues that we may appear later and were not provided Start reading in detail only when it developed a conceptual table "to our needs" Dra. María Isabel Vera
- 4. 4 20/02/14 THE CONCEPTUAL TABLE Whereinstrument reflected the content of an article, book or scientific text content. The table reflects, by columns, all contents or aspects that interest us or that affect certain fields of knowledge. The aspects to be analyzed can be unlimited, as many as the researcher select, detect or go including. It is recommended that the map on a table because Excel can incorporate annular and retrieve information easily. Dra. María Isabel Vera
- 5. 5 MODEL TABLE INEXCEL (paragraphs of the examples cited are imaginary) AuAuthor /s. Date. Title ... (CITA) Students Teachers Technology Learning Autor/res. Fecha. Título… (CITA) Alumnado Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design.Australasian Journal of Educational Technology, 28(4), 547-564. pp. 23-24 Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate Tondeur, J., in education: A synthesis of qualitative P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology van Braak, J., Sang, G., Voogt, J., Fisser,evidence. Computers & Education, 59(1), 134-144. technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. pp. 15-27 pp. 15-27 pp. 5-10 20/02/14 Teaching Assessmen pp. 25 28-31 pp. 5-10 Tecnologí a Aprendiza je pp.12-15 pp. 25 28-31 pp.12-15 Profesora do Enseña a 32-34 32-34 Vera Muñoz, M.I., Soriano López, M.C. y Seva Cañizares, F. (2011). La competencia tecnológica del profesorado de Ciencias Sociales en la enseñanza secundaria. En: Miralles Martínez, P., Molina Puche, S., Santisteban Fernández, A. La evaluación en el proceso de enseñanza y aprendizaje de las Ciencias Sociales. II, 463-475. Vera Muñoz, M.I., Soriano López, M.C. y Seva Cañizares, F. (2011). La competencia tecnológica del profesorado de Ciencias Sociales en la enseñanza secundaria. En: pp. 465-67 463, 7, 75 465, 7, 67 Retrieved from http://www.um.es/22simposiodcs/textos/La_evaluacion_II.pdf Miralles Martínez, P., Molina Puche, S., Santisteban Fernández, A. La evaluación en el proceso de enseñanza y aprendizaje de las Ciencias Sociales. II, 463-475. Retrieved from http://www.um.es/22simposiodcs/textos/La_evaluacion_II.pdf Dra. María Isabel Vera pp. 465-67 463, 7, 75 474 465, 7,
- 6. 6 20/02/14 CONCEPTUAL OPERATING TABLE I madethe table we have an overview of all aspects that are on the subject of our interest We can do two things: 1. Select only those columns treated more complete or in the works 2. Select all that interest us and sort them by importance or issues that interest us Once Dra. María Isabel Vera
- 7. 7 20/02/14 CONCEPTUAL OPERATING TABLE II Once selected or ordered columns proceed to write, 1. on the subject matter of each, 2. what we found each author / s, 3. in order of publication date (from oldest to most recent), and 4. sharing our opinion, and if we must. We can if required by subsections field of knowledge treaty. Dra. María Isabel Vera