The Critical Dialogical Method in Educommunication to Develop Narrative Thinking

Autor/in	Bermejo-Berros, Jesús
Titel	The Critical Dialogical Method in Educommunication to Develop Narrative Thinking
Quelle	In: Comunicar: Media Education Research Journal, 29 (2021) 67, S.105-115 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bermejo-Berros, Jesús)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1134-3478
Schlagwörter	Children; Training Methods; Skill Development; Media Literacy; Thinking Skills; Story Telling; Elementary School Students; Audiovisual Aids; Foreign Countries; Grade 1; Grade 3; Grade 5; Television; Instructional Effectiveness; Spain + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Didaktik; Trainingsmaßnahme; Kompetenzentwicklung; Qualifikationsentwicklung; Media skills; Medie competence; Medienkompetenz; Denkfähigkeit; Audiovisuelles Medium; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Fernsehen; Fernsehtechnik; Unterrichtserfolg; Spanien
Abstract	In the conceptualization of Educommunication, progress must be made towards the integration of its two great perspectives. Encouraging critical dialogue is a goal shared by both, so it is necessary to delve into its educational properties, methods and functions. A training model in Educommunication that has been tested through empirical research is presented. For two weeks, 246 children between six and eleven years old, attended training sessions with two types of audiovisual products. Half of the children were involved in a training process using critical dialogical methodology, whereas the training process for the other half of the children followed conversational dialogue methodology. The results show that children who follow the critical dialogical training benefit significantly in the construction of their media competence and narrative thinking, compared to the children of the conversational dialogical groups. The results also reveal that not all types of audiovisual content are beneficial to the construction of children's thinking. This research reveals the properties of the proposed critical dialogical method that allows children to improve their media competence and illustrates the complementarity between the diagnostic-static process of competences and the formative-dynamic process that leads to critical thinking. From an applied point of view, the critical dialogical method has been useful for use by teachers to foster a media education in their group of students that contributes to the development of narrative thinking. (As Provided).
Anmerkungen	Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01