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THE CONCEPTUAL TABLE: A STRATEGY FOR THE DEVELOPMENT OF A THEORETICAL FRAMEWORK OF A FIELD RESEARCH OR KNOWLEDGE.

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Presentation on theme: "THE CONCEPTUAL TABLE: A STRATEGY FOR THE DEVELOPMENT OF A THEORETICAL FRAMEWORK OF A FIELD RESEARCH OR KNOWLEDGE."— Presentation transcript:

1 THE CONCEPTUAL TABLE: A STRATEGY FOR THE DEVELOPMENT OF A THEORETICAL FRAMEWORK OF A FIELD RESEARCH OR KNOWLEDGE

2 Guidelines to start I  Make a 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. 10/05/2015 Dra. María Isabel Vera 2

3 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" 10/05/2015 Dra. María Isabel Vera 3

4 THE CONCEPTUAL TABLE  Where instrument 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. 10/05/2015 Dra. María Isabel Vera 4

5 10/05/2015 Dra. María Isabel Vera MODEL TABLE IN EXCEL (paragraphs of the examples cited are imaginary) 5 Book / article / t ext AuAuthor /s. Date. Title... (CITA) Studen ts Teache rs Technolog y LearningTeachingAssessment Othe r rese arch Fi g ur es O Th er ci ta ti o n art 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), pp pp. 5-10pp.12-15pp. 25pp. 36 art Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), pp pp. 23 pp. 31, Cap. book 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, Retrieved from pp , 7, 75465, 7, Ref. 4,6,10, 25, encue sta

6 CONCEPTUAL OPERATING TABLE I  Once made ​​ the 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 10/05/2015 Dra. María Isabel Vera 6

7 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. 10/05/2015 Dra. María Isabel Vera 7


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