Análisis del grado de conocimiento declarativo y procedural de estudiantes en cursos de física universitaria

Revista Mexicana de Física 12/2006; 52(2).
Source: DOAJ


The capacity for retaining the acquired knowledge of the students participating in one Physic course is analyzed as well as the ability to solve open problems that have a known solution. The analysis is focused to the degree of procedural and declarative knowledge; the last one was used using the categorization based in stages designed for analyzing simple written answers according with the standard methodology. From these results we interred that the learning process of the students generate a routine semantic memory without meaningful semantic knowledge due to the absence of procedural work. This procedure favors a separation from the scientific teaching where the student is moved away from the kind of work made in the scientific environment.

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Available from: S. A. Palomares-Sánchez
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    ABSTRACT: This thesis shows the results of implementing the 4MAT System of learning styles in teaching physics at college level. Learning strategies were designed in accordance with the four learning styles proposed by the 4MAT System. The analysis shows that the 4MAT System is adaptable to teaching physics; it includes students of all styles through activities aimed at the four styles in a cycle of learning. The students show progress in the understanding of the concepts; they were comfortable with at least one of the strategies of the cycle.
    Preview · Article · Jun 2010 · Revista mexicana de física. E, Publicación de enseñanza, historia y filosofía de la Sociedad Mexicana de Física