Changes in the concept of learning in pedagogy students: lexical availability and graphs analysis

Abstract

This research uses lexical availability and lexical graphs to analyze changes on the conceptualization of learning in future teachers. Lexical availability tests were applied to 97 pedagogy students. Lexical availability analysis was performed on both assessment, and two lexical graphs were constructed. Outcomes show the replacement of 50% of the words mentioned between the two observations, while lexical graphs show similar structural characteristics to those built with large databases. Changes observed in lexical availability and words connectivity show the passage of a concept of learning based on teaching, to one based on internal processes of the learner. The implications of using these methodologies for the study of language and observed conceptual change are discussed.