Download full-text


Available from: Jenaro Guisasola, Oct 07, 2015
22 Reads
  • Source
    • "El enfoque anterior ha dado lugar a numerosos estudios de resolución de problemas en ciencias en general y en física en particular, muchos de los cuales tienen por objetivo poner en evidencia cuán lejos los estudiantes instruidos con problemas tradicionales están del proceder científico (Guisasola et. al, 2003, Becerra et. al, 2004). Los resultados muestran los hábitos o procedimientos inadecuados que poseen los estudiantes, los que, según los autores, serían revertidos si se los instruyera con el Modelo de Resolución propuesto por Gil Pérez et. al (1983). Otra vez, el punto real de partida de la propuesta de enseñanza no son los procedimient"
    [Show abstract] [Hide abstract]
    ABSTRACT: This study analyzes the mistakes made by university physics students when solving two problems on geometrical optics and two on magnetism. It also offers other contexts in which the same reasoning leading to these mistakes could lead to correct answers. Instructional implications are discussed on the basis of the previous results. The study is carried out using the concept of cognitive resources proposed by Redish (2004) and Hammer et. al (2004,2005). Results show that this construct is useful to characterize different kinds of �mistakes� made by students, and also that these mistakes can be regarded as a means of probing what students do know and this in turn can be used to direct the design of useful learning environments. Este estudio a) analiza la naturaleza de los errores de 8 estudiantes universitarios de física al resolver dos problemas de óptica geométrica y dos problemas de electromagnetismo, b) propone otros contextos en los que esos errores podrían dar lugar a respuestas correctas y c) discute implicaciones instruccionales a partir de los hallazgos anteriores. El estudio se lleva a cabo utilizando el concepto de recurso cognitivo propuesto por Redish (2004) y Hammer et. al (2004,2005). Los resultados muestran que el concepto de recurso cognitivo es útil porque permite caracterizar distintos tipos de �errores� en las producciones de los estudiantes, estos errores permiten relevar lo que los estudiantes sí saben, lo cual posibilita orientar el diseño de entornos de aprendizaje.
    01/2008; 7(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The aim of teaching science at secondary school level is that of achieving the scientific literacy of all citizens. This must involve diverse objectives, among which may be found the development of procedural skills (thought, manipulative, communicative, etc.). The new curricula of many countries provide for these objectives. However, it is important to know to what extent the teaching staff consider them as true content to be taught. In this article, we analyse the opinions of secondary school teachers belonging to schools in north-western Spain with regard to how they value different types of procedures. Our findings show that the surveyed teachers establish differences between various procedural skills as far as the recognition of their presence in the classroom and their evaluation are concerned, although it may be said that they generally value procedural skills highly. These findings are discussed. In addition, the persistence of traditional conceptions in the teaching of science, as well as the difficulty of assuming that the changes promoted by new curricular approaches are addressed, are highlighted.
    International Journal of Science Education 06/2005; 27(7):827-854. DOI:10.1080/09500690500038355 · 1.23 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This paper describes the design of teaching materials that are used as learning tools in school visits to a science museum. An exhibition on the A century of the Special Theory of Relativity, in the Kutxaespacio Science Museum, in San Sebastian (Spain), was used to design a visit for first year engineering students at the university and assess the learning which was achieved. The first part of the paper presents the teaching sequence which was designed to build a bridge between formal teaching and the exhibition visit. The second part analyses the potential of the exhibition and the aforementioned teaching sequence to influence the students’ knowledge of three aspects of the Special Theory of Relativity. The results obtained show that the design of the visit, with both pre-visit and follow up activities, was effective as a means of increasing students’ understanding and stimulating their ability to argue scientifically.
    International Journal of Science Education 10/2009; DOI:10.1080/09500690802353536 · 1.23 Impact Factor