Powerpoint and the development of student’s lateral thinking

The descriptive use of the slideshow, common in classrooms of the School Victor Manuel Lodoño in Viani, Cundinamarca, gave rise to the concern for inquiring about how this activity would favor the capacity for reflection and creativity of students. With this purpose, a research was conducted, focuse...

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Tipo de recurso:
http://purl.org/coar/resource_type/c_6585
Fecha de publicación:
2013
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/13359
Acceso en línea:
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2661
https://repositorio.uptc.edu.co/handle/001/13359
Palabra clave:
Lateral thinking
creativity
flexibility
originality
fluency
pensamiento lateral
creatividad
flexibilidad
originalidad
fluidez.
pensée latérale
créativité
flexibilité
originalité
fluidité.
pensamento lateral
criatividade
flexibilidade
originalidade
fluidez.
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http://purl.org/coar/access_right/c_abf86
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network_acronym_str REPOUPTC2
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dc.title.en-US.fl_str_mv Powerpoint and the development of student’s lateral thinking
dc.title.es-ES.fl_str_mv Powerpoint y el desarrollo del pensamiento lateral del estudiante
dc.title.fr-FR.fl_str_mv Powerpoint et le développ ement de la pensée latérale de l’étudiant
dc.title.pt-BR.fl_str_mv O powerpoint e o desenvolvimento do pensamento lateral do estudante
title Powerpoint and the development of student’s lateral thinking
spellingShingle Powerpoint and the development of student’s lateral thinking
Lateral thinking
creativity
flexibility
originality
fluency
pensamiento lateral
creatividad
flexibilidad
originalidad
fluidez.
pensée latérale
créativité
flexibilité
originalité
fluidité.
pensamento lateral
criatividade
flexibilidade
originalidade
fluidez.
title_short Powerpoint and the development of student’s lateral thinking
title_full Powerpoint and the development of student’s lateral thinking
title_fullStr Powerpoint and the development of student’s lateral thinking
title_full_unstemmed Powerpoint and the development of student’s lateral thinking
title_sort Powerpoint and the development of student’s lateral thinking
dc.subject.en-US.fl_str_mv Lateral thinking
creativity
flexibility
originality
fluency
topic Lateral thinking
creativity
flexibility
originality
fluency
pensamiento lateral
creatividad
flexibilidad
originalidad
fluidez.
pensée latérale
créativité
flexibilité
originalité
fluidité.
pensamento lateral
criatividade
flexibilidade
originalidade
fluidez.
dc.subject.es-ES.fl_str_mv pensamiento lateral
creatividad
flexibilidad
originalidad
fluidez.
dc.subject.fr-FR.fl_str_mv pensée latérale
créativité
flexibilité
originalité
fluidité.
dc.subject.pt-BR.fl_str_mv pensamento lateral
criatividade
flexibilidade
originalidade
fluidez.
description The descriptive use of the slideshow, common in classrooms of the School Victor Manuel Lodoño in Viani, Cundinamarca, gave rise to the concern for inquiring about how this activity would favor the capacity for reflection and creativity of students. With this purpose, a research was conducted, focused on identifying how the use of the PowerPoint program contributes to develop the lateral thinking of student in the seventh grade classroom. Cognitivist theory, research projects on creativity, and qualitative research method, with an ethnographic approach, were taken up again, and guidelines of direct observation and interviews with teachers and students were applied. Finally, it was concluded that PowerPoint favors the development of lateral thinking of students based on the mastery they have of the topics and the program, which allows them to energize the interpretative competence by using drawing tools, expressing flexibility, fluency and originality of new ideas, and different schemes in their works, and proposing solutions to various situations. These advantages were highlighted during the activities for the identification of students’ prior knowledge in collaborative work and tasks, in performing functions assigned individually and in groups, and in the guidance and motivation of teachers.
publishDate 2013
dc.date.accessioned.none.fl_str_mv 2024-07-05T19:04:05Z
dc.date.available.none.fl_str_mv 2024-07-05T19:04:05Z
dc.date.none.fl_str_mv 2013-07-03
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6585
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a169
format http://purl.org/coar/resource_type/c_6585
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2661
10.19053/22160159.2661
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/13359
url https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2661
https://repositorio.uptc.edu.co/handle/001/13359
identifier_str_mv 10.19053/22160159.2661
dc.language.none.fl_str_mv spa
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2661/2477
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf86
rights_invalid_str_mv http://purl.org/coar/access_right/c_abf86
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.es-ES.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Praxis & Saber; Vol. 4 No. 8 (2013): Pedagogía y curriculo; 265 - 290
dc.source.es-ES.fl_str_mv Praxis & Saber; Vol. 4 Núm. 8 (2013): Pedagogía y curriculo; 265 - 290
dc.source.fr-FR.fl_str_mv Praxis & Saber; Vol. 4 No 8 (2013): Pedagogía y curriculo; 265 - 290
dc.source.it-IT.fl_str_mv Praxis & Saber; V. 4 N. 8 (2013): Pedagogía y curriculo; 265 - 290
dc.source.pt-BR.fl_str_mv Praxis & Saber; v. 4 n. 8 (2013): Pedagogía y curriculo; 265 - 290
dc.source.none.fl_str_mv 2462-8603
2216-0159
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
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spelling 2013-07-032024-07-05T19:04:05Z2024-07-05T19:04:05Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/266110.19053/22160159.2661https://repositorio.uptc.edu.co/handle/001/13359The descriptive use of the slideshow, common in classrooms of the School Victor Manuel Lodoño in Viani, Cundinamarca, gave rise to the concern for inquiring about how this activity would favor the capacity for reflection and creativity of students. With this purpose, a research was conducted, focused on identifying how the use of the PowerPoint program contributes to develop the lateral thinking of student in the seventh grade classroom. Cognitivist theory, research projects on creativity, and qualitative research method, with an ethnographic approach, were taken up again, and guidelines of direct observation and interviews with teachers and students were applied. Finally, it was concluded that PowerPoint favors the development of lateral thinking of students based on the mastery they have of the topics and the program, which allows them to energize the interpretative competence by using drawing tools, expressing flexibility, fluency and originality of new ideas, and different schemes in their works, and proposing solutions to various situations. These advantages were highlighted during the activities for the identification of students’ prior knowledge in collaborative work and tasks, in performing functions assigned individually and in groups, and in the guidance and motivation of teachers.Siendo la presentación de diapositivas de uso descriptivo frecuente en las aulas de la Institución Educativa Víctor Manuel Lodoño del municipio de Vianí, Cundinamarca,surgió la inquietud de indagar cómo esta actividad favorecía la capacidad de reflexión y creatividad de los estudiantes. Con este fin se realizó una investigación centrada en identificar cómo contribuye el uso del programa PowerPoint en el desarrollo del pensamiento lateral del estudiante en el aula de grado séptimo. Para este trabajo se retomó la teoría cognoscitivista, proyectos de investigación sobre creatividad, y el método cualitativo de investigación con enfoque etnográfico, aplicando guías de observación directa y entrevistas con docentes y estudiantes. Finalmente se logró identificar que PowerPoint favorece el desarrollo del pensamiento lateral de los estudiantes con base en el dominio que ellos tengan de los temas y del programa, lo que les permite dinamizar la competencia interpretativa mediante el uso de las herramientas de dibujo, expresar flexibilidad, fluidez y originalidad de nuevas ideas, diferentes esquemas en sus trabajos, y propuestas de solución a variadas situaciones. Estas ventajas se destacaron durante las actividades de identificación de saberes previos de los estudiantes, en el trabajo colaborativo y por tareas, en el cumplimiento con funciones asignadas individual y grupalmente y en la orientación y motivación del docente.La présentation de diapositives, faisant partie d’une utilisation descriptive fréquente dans les salles de clase de l’Institut éducatif Víctor Manuel Londoño de la Municipalité de Vianí, Cundinamarca, a fait apparaître la préoccupation de rechercher comment cette activité pouvait favoriser la capacité de réflexion et de créativité des étudiants. Dans ce but, une recherche, centralisée sur l’identification de comment l’on peut contribuer à l’utilisation du logiciel PowerPoint dans le développement de la pensée latérale de l’étudiant, dans la salle de classe de septième année, a été réalisée. Pour ce travail la théorie cognitiviste a été reprise, les projets d’investigation sur la créativité et la méthode qualitative de recherche avec une approche ethnographique, appliquant des manuels d’observation directe et des entrevues avec des enseignants et des étudiants. Finalement on a réussi à identifier que Power Point favorise le développement de la pensée latérale des étudiants sur base de la maitrise qu’ils possèdent des thèmes et du logiciel, ce qui permet de dynamiser la compétence interprétative au moyen de l’utilisation des outils de dessin, d’exprimer une certaine flexibilité, une fluidité et une originalité des nouvelles idées, différents schémas dans leurs travaux et des propositions de solutions à des situations très variées. Ces avantages ont été remarqués pendant les activités d’identification des savoirs préalables des étudiants, dans le travail de groupe et au moyen des devoirs, dans l’accomplissement des fonctions assignées individuellement ou en groupe et dans l’orientation et la motivation de l’enseignant.Sendo a apresentação de slides de uso descritivo frequente nas salas de aula da escola Víctor Manuel Londoño do município de Vinaí, Cundinamarca, surgiu à inquietude de indagar como esta atitude favorecia a capacidade de reflexão e criatividade dos alunos. Com este foco realizou-se uma pesquisa focada em identificar como contribui o uso do programa PowerPoint no desenvolvimento do pensamento lateral do aluno na sala de aula da sétima série. Para isso retomou-se a teoria cognoscitivista, projetos de pesquisa sobre criatividade, e o método qualitativo de pesquisa focado na etnografia, aplicando guias de observação direta e entrevistas a docentes e alunos. No final logrou-se identificar que o PowerPoint favorece o desenvolvimento do pensamento lateral dos alunos baseados no domínio que eles tenham dos temas e do programa, o que permite dinamizar a competência interpretativa mediante o uso das ferramentas de desenho, expressar flexibilidade, fluidez e originalidade de novas ideias, diferentes esquemas nos seus trabalhos, e propostas de solução a variadas situações. Estes achados se observaram diante as atividades de identificação de saberes prévios dos alunos, no trabalho colaborativo e por tarefas, no logro de funções assinaladas individual e grupalmente e na orientação e motivação do professor.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2661/2477Praxis & Saber; Vol. 4 No. 8 (2013): Pedagogía y curriculo; 265 - 290Praxis & Saber; Vol. 4 Núm. 8 (2013): Pedagogía y curriculo; 265 - 290Praxis & Saber; Vol. 4 No 8 (2013): Pedagogía y curriculo; 265 - 290Praxis & Saber; V. 4 N. 8 (2013): Pedagogía y curriculo; 265 - 290Praxis & Saber; v. 4 n. 8 (2013): Pedagogía y curriculo; 265 - 2902462-86032216-0159Lateral thinkingcreativityflexibilityoriginalityfluencypensamiento lateralcreatividadflexibilidadoriginalidadfluidez.pensée latéralecréativitéflexibilitéoriginalitéfluidité.pensamento lateralcriatividadeflexibilidadeoriginalidadefluidez.Powerpoint and the development of student’s lateral thinkingPowerpoint y el desarrollo del pensamiento lateral del estudiantePowerpoint et le développ ement de la pensée latérale de l’étudiantO powerpoint e o desenvolvimento do pensamento lateral do estudanteinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6585http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a169http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf86http://purl.org/coar/access_right/c_abf2Muñoz Sierra, Luz Myrian001/13359oai:repositorio.uptc.edu.co:001/133592025-07-18 11:43:29.784metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co