Representations in problem-solving in science: directions for practice

In this paper we focus on some of the findings of the science education research community in the area of representations and problem solving. Problem solving depends on the construction and manipulation of mental models (internal representations) in the mind. A large knowledge base (declarative, pr...

ver descrição completa

Detalhes bibliográficos
Autores: Solaz Portolés, Joan Josep, Sanjosé López, Vicente
Formato: artículo
Fecha de publicación:2008
País:España
Recursos:Universitat de València
Repositorio:RODERIC. Repositorio Institucional de la Universitat de València
OAI Identifier:oai:roderic.uv.es:10550/43250
Acesso em linha:http://hdl.handle.net/10550/43250
Access Level:acceso abierto
Palavra-chave:Ciència Ensenyament
Solució de problemes
Pedagogia
id ES_033372ba4b7d4cc9fe0a0867ea7cbf36
oai_identifier_str oai:roderic.uv.es:10550/43250
network_acronym_str ES
network_name_str España
repository_id_str
spelling Representations in problem-solving in science: directions for practiceSolaz Portolés, Joan JosepSanjosé López, VicenteCiència EnsenyamentSolució de problemesPedagogiaIn this paper we focus on some of the findings of the science education research community in the area of representations and problem solving. Problem solving depends on the construction and manipulation of mental models (internal representations) in the mind. A large knowledge base (declarative, procedural, strategic, situational, and schematic knowledge), working memory capacity, and metacognitive skills play an important role in the construction and manipulation of mental models, and therefore in problem solving. In this point, applications o research for classroom practice is considered. Finally, external representations are discussed. Using multiple representations when solving problems is beneficial for students, representational formats of problems affect student performance, and the utilization of representational learning strategies can lead to substantial improvements in problem solving.2015201520082015journal articleinfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10550/43250reponame:RODERIC. Repositorio Institucional de la Universitat de Valènciainstname:Universitat de ValènciaInglésAsia-Pacific Forum on Science Learning and Teaching, 2008, vol. 8, num. 2, p. articulo 4open accessinfo:eu-repo/semantics/openAccessoai:roderic.uv.es:10550/432502025-07-15T12:44:01Z
dc.title.none.fl_str_mv Representations in problem-solving in science: directions for practice
title Representations in problem-solving in science: directions for practice
spellingShingle Representations in problem-solving in science: directions for practice
Solaz Portolés, Joan Josep
Ciència Ensenyament
Solució de problemes
Pedagogia
title_short Representations in problem-solving in science: directions for practice
title_full Representations in problem-solving in science: directions for practice
title_fullStr Representations in problem-solving in science: directions for practice
title_full_unstemmed Representations in problem-solving in science: directions for practice
title_sort Representations in problem-solving in science: directions for practice
dc.creator.none.fl_str_mv Solaz Portolés, Joan Josep
Sanjosé López, Vicente
author Solaz Portolés, Joan Josep
author_facet Solaz Portolés, Joan Josep
Sanjosé López, Vicente
author_role author
author2 Sanjosé López, Vicente
author2_role author
dc.subject.none.fl_str_mv Ciència Ensenyament
Solució de problemes
Pedagogia
topic Ciència Ensenyament
Solució de problemes
Pedagogia
description In this paper we focus on some of the findings of the science education research community in the area of representations and problem solving. Problem solving depends on the construction and manipulation of mental models (internal representations) in the mind. A large knowledge base (declarative, procedural, strategic, situational, and schematic knowledge), working memory capacity, and metacognitive skills play an important role in the construction and manipulation of mental models, and therefore in problem solving. In this point, applications o research for classroom practice is considered. Finally, external representations are discussed. Using multiple representations when solving problems is beneficial for students, representational formats of problems affect student performance, and the utilization of representational learning strategies can lead to substantial improvements in problem solving.
publishDate 2008
dc.date.none.fl_str_mv 2008
2015
2015
2015
dc.type.none.fl_str_mv journal article
info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10550/43250
url http://hdl.handle.net/10550/43250
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Asia-Pacific Forum on Science Learning and Teaching, 2008, vol. 8, num. 2, p. articulo 4
dc.rights.none.fl_str_mv open access
info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:RODERIC. Repositorio Institucional de la Universitat de València
instname:Universitat de València
instname_str Universitat de València
reponame_str RODERIC. Repositorio Institucional de la Universitat de València
collection RODERIC. Repositorio Institucional de la Universitat de València
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1844160458700881920
score 15,638193

Registos relacionados