Preschooler reasoning on physical phenomena
This work analyzes how preschoolers establish inferences in order to interpret and understand physical phenomena. Based on an epistemological-inferential approach towards representations, we determine which epistemic tools students use to establish their reasoning. The participating children are rur...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/61128 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/61128 |
| Access Level: | acceso abierto |
| Palabra clave: | Preschool Reasoning Representations Sound Learning Science Preescolar Razonamiento Representaciones Sonido Aprendizaje de las ciencias |
| Sumario: | This work analyzes how preschoolers establish inferences in order to interpret and understand physical phenomena. Based on an epistemological-inferential approach towards representations, we determine which epistemic tools students use to establish their reasoning. The participating children are rural preschoolers who were interviewed while confronting experimental and daily life sound situations. Our results show a series of epistemic tools constituting a model or functional representation that allows children to engage in coherent and complex reasoning. Our conclusions lead us to convene that science teaching processes should let students experience diverse external representations and activities specifically addressing their reasoning processes. |
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