The learning of sciences: a gradual change in the way of learning. The case of vision
Learning the scientific way of knowledge implies a change in the most implicit principles that guide comprehension, interpretation and explanation of scientific phenomena as well as a change in the type of associated reasoning. With the aim of favouring this type of learning, a teaching programme wa...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2009 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/666210 |
| Acceso en línea: | http://hdl.handle.net/10486/666210 |
| Access Level: | acceso abierto |
| Palabra clave: | Ways of reasoning Conceptual Epistemic and ontological changes Vision Cambio conceptual Cambio epistemológico Cambio ontológico Visión Educación Psicología |
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The learning of sciences: a gradual change in the way of learning. The case of visionEl aprendizaje de las ciencias: un paulatino cambio de modo de conocer. El caso de la visiónBravo, BettinaPesa, Marta A.Pozo Municio, J. IgnacioWays of reasoningConceptualEpistemic and ontological changesVisionCambio conceptualCambio epistemológicoCambio ontológicoVisiónEducaciónPsicologíaLearning the scientific way of knowledge implies a change in the most implicit principles that guide comprehension, interpretation and explanation of scientific phenomena as well as a change in the type of associated reasoning. With the aim of favouring this type of learning, a teaching programme was developed in relation to vision and implemented with a group of secondary school students. The way of learning of these students was observed at different teaching stages. Findings suggest that during the learning process the way students learn seems to change gradually and that students construct “intermediate” models (right but incomplete) that become the basis for the construction of a systemic model proposed by school scienceAprender el modo de conocer que la ciencia propone implica un cambio en los principios más implícitos que guían la comprensión, interpretación y explicación de los fenómenos y un cambio en el tipo de razonamiento asociado. Con el fin de propiciar dicho aprendizaje se diseñó una propuesta de enseñanza en relación a la visión que se implementó con un grupo de alumnos de educación secundaria. Se estudió el modo de conocer de estos estudiantes en distintas instancias de la instrucción. Los resultados obtenidos permiten concluir que durante el aprendizaje cambia paulatinamente el modo de conocer, construyéndose modelos “intermedios” (correctos pero incompletos) que sirven como plataforma para la construcción del sistémico modelo propuesto por la ciencia escolarInstituto de Física, Universidade Federal do Rio Grande do Sul Porto Alegre, BrasilDepartamento de Psicología BásicaFacultad de Psicología20092009-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/666210reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6662102026-06-23T12:46:27Z |
| dc.title.none.fl_str_mv |
The learning of sciences: a gradual change in the way of learning. The case of vision El aprendizaje de las ciencias: un paulatino cambio de modo de conocer. El caso de la visión |
| title |
The learning of sciences: a gradual change in the way of learning. The case of vision |
| spellingShingle |
The learning of sciences: a gradual change in the way of learning. The case of vision Bravo, Bettina Ways of reasoning Conceptual Epistemic and ontological changes Vision Cambio conceptual Cambio epistemológico Cambio ontológico Visión Educación Psicología |
| title_short |
The learning of sciences: a gradual change in the way of learning. The case of vision |
| title_full |
The learning of sciences: a gradual change in the way of learning. The case of vision |
| title_fullStr |
The learning of sciences: a gradual change in the way of learning. The case of vision |
| title_full_unstemmed |
The learning of sciences: a gradual change in the way of learning. The case of vision |
| title_sort |
The learning of sciences: a gradual change in the way of learning. The case of vision |
| dc.creator.none.fl_str_mv |
Bravo, Bettina Pesa, Marta A. Pozo Municio, J. Ignacio |
| author |
Bravo, Bettina |
| author_facet |
Bravo, Bettina Pesa, Marta A. Pozo Municio, J. Ignacio |
| author_role |
author |
| author2 |
Pesa, Marta A. Pozo Municio, J. Ignacio |
| author2_role |
author author |
| dc.contributor.none.fl_str_mv |
Departamento de Psicología Básica Facultad de Psicología |
| dc.subject.none.fl_str_mv |
Ways of reasoning Conceptual Epistemic and ontological changes Vision Cambio conceptual Cambio epistemológico Cambio ontológico Visión Educación Psicología |
| topic |
Ways of reasoning Conceptual Epistemic and ontological changes Vision Cambio conceptual Cambio epistemológico Cambio ontológico Visión Educación Psicología |
| description |
Learning the scientific way of knowledge implies a change in the most implicit principles that guide comprehension, interpretation and explanation of scientific phenomena as well as a change in the type of associated reasoning. With the aim of favouring this type of learning, a teaching programme was developed in relation to vision and implemented with a group of secondary school students. The way of learning of these students was observed at different teaching stages. Findings suggest that during the learning process the way students learn seems to change gradually and that students construct “intermediate” models (right but incomplete) that become the basis for the construction of a systemic model proposed by school science |
| publishDate |
2009 |
| dc.date.none.fl_str_mv |
2009 2009-01-01 |
| dc.type.none.fl_str_mv |
research article http://purl.org/coar/resource_type/c_2df8fbb1 VoR http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.openaire.fl_str_mv |
info:eu-repo/semantics/article |
| format |
article |
| dc.identifier.none.fl_str_mv |
http://hdl.handle.net/10486/666210 |
| url |
http://hdl.handle.net/10486/666210 |
| dc.language.none.fl_str_mv |
Inglés eng |
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Inglés |
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eng |
| dc.rights.none.fl_str_mv |
open access http://purl.org/coar/access_right/c_abf2 |
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info:eu-repo/semantics/openAccess |
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open access http://purl.org/coar/access_right/c_abf2 |
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openAccess |
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application/pdf |
| dc.publisher.none.fl_str_mv |
Instituto de Física, Universidade Federal do Rio Grande do Sul Porto Alegre, Brasil |
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Instituto de Física, Universidade Federal do Rio Grande do Sul Porto Alegre, Brasil |
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reponame:Biblos-e Archivo. Repositorio Institucional de la UAM instname:Universidad Autónoma de Madrid |
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Universidad Autónoma de Madrid |
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Biblos-e Archivo. Repositorio Institucional de la UAM |
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Biblos-e Archivo. Repositorio Institucional de la UAM |
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