Influencia del tipo de tarea sobre la construcción dialógica y resolución del conflicto en ingresantes universitarios

Abstract

El presente trabajo tiene como objetivo analizar la influencia del tipo de tarea sobre la construcción dialógica y el tipo de resolución de conflicto sociocognitivo en díadas de estudiantes universitarios ingresantes. Se comparan dos tareas: leer e interpretar tablas de frecuencia y ordenar las posibles causas de una problemática social. Se diseñó un estudio cuasi-experimental de sólo post-test en el que se 28 díadas realizaron ambas tareas y se evaluó el efecto del tipo de tarea sobre la construcción dialógica y la resolución. Los resultados generales indican que, en cuanto a la construcción dialógica, la argumentación presenta valores superiores en la tarea de ordenar causas. En relación a los códigos sociales y organizativos de la resolución de la tarea, se observan valores similares entre ambas condiciones. Finalmente, se identifica una tendencia de la lectura de tabla hacia las resoluciones simétricas argumentativas y del ordenamiento de causas sociales hacia las resoluciones asimétricas argumentativas. Estos resultados, contemplados desde el ámbito educativo, destacan la importancia de la especificidad de la tarea a realizar, ya que la misma tiene influencia sobre los requisitos precisos que dan lugar a las resoluciones ideales que posibilitan avances en los aprendizajes.

The socio-constructivist perspective of educational processes confers an essential value to the dialogical construction of knowledge. In this respect, in case some conditions are given, conflict resolution may have an important epistemic effect. Therefore, the sociocognitive conflict and its argumentative resolution has been of great interest to researchers. Studies have shown that the type of the task has an effect on several cognitive and social elements of this process but no real consensus has emerged. Consequently, the present paper aims to analyze the influence of the type of task on dialogic construction and the type of sociocognitive conflict resolution in dyads of first-year university students. Two tasks are compared: reading and interpreting frequency tables and ordering the possible causes of a social problem. A quasi-experimental study with only post-test was designed in which 28 dyads performed both tasks. The effect of the different types of tasks on the dialogic construction and conflict resolution was evaluated. General results indicate, in terms of the dialogic construction, higher values of argumentative messages in the causes ordering task. In relation to other kind of messages, such as the social and organizational codes of the resolution of the task, both conditions show similar values. Finally, a tendency towards argumentative symmetric resolutions can be identified in the task of reading frequency tables, whereas the social causes ordering task appears to be associated with a tendency to argumentative asymmetric resolutions. These results, viewed from the educational field, highlight the importance of the specificity of the task to be carried out, since it has influence on some factors such as the participants’ knowledge and motivation to perform the task, which appear to have an effect in both the dialogical construction and the conflict resolution. These are the precise requirements that give rise to the ideal conflict resolutions that allow advances in learning.