Hacia una teoría sobre las ideas científicas de los alumnos: influencia del contexto
The different constructive psychological theories present some difficulties in order to explain and justify the results obtained by the researches carried out within the field named pupils'conceptions. In this paper we introduce a new psycho-pedagogical model which agglutinates the main element...
| Autor: | |
|---|---|
| Formato: | artículo |
| Fecha de publicación: | 1996 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:22314 |
| Acesso em linha: | https://ddd.uab.cat/record/22314 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4206 |
| Access Level: | acceso abierto |
| Palavra-chave: | Concepcions dels alumnes Model psicopedagògic Corrent constructivista Coneixement declaratiu Coneixement procedural Memòria semàntica Memòria episòdica Memòria experimental Memòria academicista |
| Resumo: | The different constructive psychological theories present some difficulties in order to explain and justify the results obtained by the researches carried out within the field named pupils'conceptions. In this paper we introduce a new psycho-pedagogical model which agglutinates the main elements of the constructive theories. With that aim, the declarative knowledge is subdivided in several memories: episodic, scholastic semantic and experiential semantic. The procedural knowledge of reasoning in scholastic analysis and experiential analysis methods. We show some examples that are analyzed from our theoretic model. Later, we stress the relationship between pupils'answers and the context in which those are activated, showing the utility of the model here proposed. |
|---|