Las ideas de los alumnos sobre la ciencia : una interpretación desde la psicología cognitiva

Pozo, Juan Argandoña; Sanz, Adrián Tarín; Crespo, María; Limón, Mónica Lorena Sánchez

doi:10.5565/rev/ensciencias.4689

Cited by 31 publications

(16 citation statements)

References 14 publications

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“…People tend to be good at detecting changes in their environment and using those cues to build causal explanations. , If something falls out of place, they look for an object or event that may have induced the movement; if their stomach hurts, they think about what they ate that may be responsible for their discomfort . They seek explanations for the changes that they perceive, cueing on what is different before and after an event to identify potential causes and often disregarding what was conserved or remained constant during the process.…”

Section: Crosscutting Threshold Schemasmentioning

confidence: 99%

Threshold Concepts in Chemistry: The Critical Role of Implicit Schemas

Talanquer

2014

J. Chem. Educ.

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Threshold concepts are conceived as cognitive portals to new and previously inaccessible ways of thinking in a domain. They are transformative, integrative, irreversible, and troublesome concepts that open the door to highly productive ways of thinking in a discipline. Mastering threshold concepts in chemistry demands the construction of diverse cognitive elements, including implicit schemas that guide and constrain how students think about chemical substances and processes. The central goal of this paper is to highlight five critical shifts in students' implicit schemas that should be fostered to support mastery of major threshold concepts in chemistry.

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Section: Crosscutting Threshold Schemasmentioning

confidence: 99%

Threshold Concepts in Chemistry: The Critical Role of Implicit Schemas

Talanquer

2014

J. Chem. Educ.

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“…individuals develop ideas about natural phenomena, which depend on what they can observe (Piaget, 1979), and on the culture of the community they belong to (Pozo et al, 1991). The construction of these ideas is based on what Carrascosa Alís & Gil and have addressed as the methodology of superficiality, which is characterised by acritical generalisation based on limited observations of the natural environment.…”

Section: Development Of a Checklist To Analyse The Content Relative T...mentioning

confidence: 99%

Teaching for the contextualized learning of science: A checklist-based science curriculum analysis

Morgado¹,

Leite²,

Dourado³

2022

tused

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Contextualised learning is required for learners to master successfully the ‘big ideas’ of science and to perceive the relevance of science education. Science curricula can either foster or impair teaching for contextualised learning depending on what science they plan to be taught and the way they recommend this to be done. This paper presents an analysis of the Portuguese science curriculum that aims at ascertaining whether it promotes science teaching for contextualised learning. Data collected through a checklistbased content analysis showed that the curricular documents analysed include instances related to the contextualisation of science. However, the analysis also revealed differences between the various curriculum documents, which can be puzzling for science teachersand limit the impact of the science curriculum recommendations on teachers’ teaching practices. Thus, action should be taken to increase consistency among science curriculum documents so that the recommendations relative to teaching for contextualised learning become more effective for the benefit of 21st century pupils. This study made use of an original checklist that other researchers can use and modify to extend its scope andreliability

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“…El modelo didáctico de aprendizaje por investigación (Gil, 1983, AAVV, 2005 que busca lograr la evolución del alumnado que aprende desde novato hasta experto, pasando de tener un conocimiento declarativo a otro explicativo y procedimental (Pozo, Gómez Crespo, Limón y Sanz Serrano, 1991), es una adecuada base para el proceso de E/A que, además, precisa de una referencia axiológica que permita:…”

Section: Ciencia Tecnologíaunclassified

Educar para participar en educación de personas adultas mediante una alfabetización científica con orientación CTS

Arriba¹

2007

RIEOEI

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Una educación de personas adultas asociada a los términos de educación permanente y de aprendizaje a lo largo de la vida, considera la formación como un proceso individual y colectivo, siempre inacabado. Además, la aceptación del aprendizaje experiencial, y su validación, facilitarán que la ciudadanía utilice unas competencias básicas que le permitan su desarrollo personal, laboral y social. El actual avance científico y tecnológico de nuestra sociedad precisa incluir una alfabetización científica y tecnológica en la educación básica de personas adultas que debe promover la implicación del ciudadano en su entorno social. La orientación CTS de esa alfabetización científica pretende mostrar y motivar las posibilidades de participación fundamentada de la persona adulta en las estructuras democráticas creadas, para ello, por los poderes públicos.

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Las ideas de los alumnos sobre la ciencia : una interpretación desde la psicología cognitiva

Abstract: This paper deals with the psychological processes by which students' alternative ideas of scientific concepts arise.

Cited by 31 publications

References 14 publications

Threshold Concepts in Chemistry: The Critical Role of Implicit Schemas

Threshold Concepts in Chemistry: The Critical Role of Implicit Schemas

Teaching for the contextualized learning of science: A checklist-based science curriculum analysis

Educar para participar en educación de personas adultas mediante una alfabetización científica con orientación CTS

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