Variación en estilos de experimentación y conocimiento específico

This study explored the relationship between experimental strategies and domain-specific knowledge within a task of scientific discovery. Groups of expert biologists, experimental psychologists, and lay people in both biology and experimentation were asked to solve a task on population ecology, whic...

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Autores:
Córdoba, Mario
Larreamendy-Joerns, Jorge
Tipo de recurso:
Article of journal
Fecha de publicación:
2007
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/551
Acceso en línea:
http://hdl.handle.net/10983/551
Palabra clave:
Descubrimiento científico
Cognición
Estrategias de experimentación
Conocimiento específico
Scientific discovery
Cognition
Experimental strategies
Domain-specific knowledge
DISEÑO EXPERIMENTAL
PSICOLOGÍA COGNOSCITIVA
INVESTIGACIÓN CIENTÍFICA
TEORIA DEL CONOCIMIENTO
Rights
openAccess
License
Derechos Reservados - Universidad Católica de Colombia, 2007
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oai_identifier_str oai:repository.ucatolica.edu.co:10983/551
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv Variación en estilos de experimentación y conocimiento específico
dc.title.translated.eng.fl_str_mv Variation in experimentation styles and domain-specific knowledge
title Variación en estilos de experimentación y conocimiento específico
spellingShingle Variación en estilos de experimentación y conocimiento específico
Descubrimiento científico
Cognición
Estrategias de experimentación
Conocimiento específico
Scientific discovery
Cognition
Experimental strategies
Domain-specific knowledge
DISEÑO EXPERIMENTAL
PSICOLOGÍA COGNOSCITIVA
INVESTIGACIÓN CIENTÍFICA
TEORIA DEL CONOCIMIENTO
title_short Variación en estilos de experimentación y conocimiento específico
title_full Variación en estilos de experimentación y conocimiento específico
title_fullStr Variación en estilos de experimentación y conocimiento específico
title_full_unstemmed Variación en estilos de experimentación y conocimiento específico
title_sort Variación en estilos de experimentación y conocimiento específico
dc.creator.fl_str_mv Córdoba, Mario
Larreamendy-Joerns, Jorge
dc.contributor.author.spa.fl_str_mv Córdoba, Mario
Larreamendy-Joerns, Jorge
dc.subject.spa.fl_str_mv Descubrimiento científico
Cognición
Estrategias de experimentación
Conocimiento específico
Scientific discovery
Cognition
Experimental strategies
Domain-specific knowledge
topic Descubrimiento científico
Cognición
Estrategias de experimentación
Conocimiento específico
Scientific discovery
Cognition
Experimental strategies
Domain-specific knowledge
DISEÑO EXPERIMENTAL
PSICOLOGÍA COGNOSCITIVA
INVESTIGACIÓN CIENTÍFICA
TEORIA DEL CONOCIMIENTO
dc.subject.lemb.spa.fl_str_mv DISEÑO EXPERIMENTAL
PSICOLOGÍA COGNOSCITIVA
INVESTIGACIÓN CIENTÍFICA
TEORIA DEL CONOCIMIENTO
description This study explored the relationship between experimental strategies and domain-specific knowledge within a task of scientific discovery. Groups of expert biologists, experimental psychologists, and lay people in both biology and experimentation were asked to solve a task on population ecology, which implied reaching an equilibrium between preys and predators through parameter manipulation. Success rates, depth and breath of search, and global styles of experimentation were analyzed. Results indicated that experimentation styles are associated with the participants prior knowledge. Novices engaged in an extensive search through the scope of the problem, whereas expert participants focused their research process on a limited number of parameters.
publishDate 2007
dc.date.issued.spa.fl_str_mv 2007-06
dc.date.accessioned.spa.fl_str_mv 2013-04-19T14:51:26Z
dc.date.available.spa.fl_str_mv 2013-04-19T14:51:26Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Córdoba, M., & Larreamendy-Joerns, J. (2007). Variación en estilos de experimentación y conocimiento específico. Acta Colombiana de Psicología, 10(1), 25-34. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/234
dc.identifier.issn.spa.fl_str_mv 0123-9155
dc.identifier.uri.spa.fl_str_mv http://hdl.handle.net/10983/551
identifier_str_mv Córdoba, M., & Larreamendy-Joerns, J. (2007). Variación en estilos de experimentación y conocimiento específico. Acta Colombiana de Psicología, 10(1), 25-34. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/234
0123-9155
url http://hdl.handle.net/10983/551
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.ispartof.spa.fl_str_mv Acta Colombiana de Psicología, Vol. 10, no. 1 (ene.-jun. 2007); p. 25-34
dc.relation.references.spa.fl_str_mv Chase, W. G., and Simon, H. A. (1973). The mind s eye in chess. En W. G. Chase (Ed.), Visual information processing (pp. 215–281). New York: Academic Press.
Chen, Z. & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child Development, 70(5), 1098-1120.
Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
Chi, M.T.H. & Ohlsson, S. (2005). Complex declarative learning. En K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 371-399). Cambridge University Press
Dunbar, K. (2001). What scientific thinking reveals about the nature of cognition. En Crowley, K., Schunn, D.C., Okada, T. (Eds.) Designing for science: Implications from everyday, classroom, and professional settings (pp. 83-114). Hillsdale, NJ: Lawrence Erlbaum.
Dunbar, K., & Fungelsang (2005). Scientific thinking and reasoning. En K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 705-726). New York: Cambridge University Press.
Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12(1), 1-48.
Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667.
Klahr, D., & Simon, H. A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125(5), 524-543.
Klahr, D., Dunbar, K., Fay, A. L., Penner, D. E., & Schunn, C. D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: The MIT Press.
Kuhn, D., Garcia-Mila, M., Zohar, A. & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60 (4).
Kulkarni, D., & Simon, H. A. (1988). The processes of scientific discovery: The strategy of experimentation. Cognitive Science, 12(1), 139-175.
Larreamendy-Joerns, J., & Sandino, J. C. (2004). Biology fieldwork: Doing science and finding identity in the grass. Trabajo presentado como parte del simposio Conversation, activity, and informal learning , Kevin Crowley (Presidente). Reunión anual de la American Educational Research Association. San Diego, 2004.
Larreamendy-Joerns, J., Sandino, J. C., & Tascón, R. (2001). Cuando saber es preguntar: Comprensión, formulación de preguntas y conocimiento en biología evolutiva. Revista Colombiana de Psicología,10, 68-80.
Nersessian, N. J. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N. Giere (Ed.), Cognitive models of science. Minnesota studies in the philosophy of science (pp. 3-44). Minneapolis: University of Minnesota Press.
Newell, A. and Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall.
Okada, T., & Simon, H. A. (1997). Collaborative discovery in a scientific domain. Cognitive Science, 21(1), 109-146.
Schauble, L., Glaser, R., Raghavan, K., & Reiner, M. (1991). Causal models and experimentation strategies in scientific reasoning. The Journal of the Learning Sciences, 1(2), 201-238.
Schunn, C. D., & Anderson:, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23(3), 337-370.
Simon, H. A. (1966). Scientific discovery and the psychology of problem solving. In R. Colodny (Ed.), Mind and cosmos (pp. 22-40). Pittsburgh, PA: University of Pittsburgh Press.
Sun, Y., Newstetter, W., & Nersessian, N. J. (2006). Promoting model-based reasoning in problem-based learning. Trabajo presentado en la reunión anual de la Cognitive Science Society, Vancouver, Canadá.
Thagard, P. (1998). Ulcers and bacteria: Discovery and acceptance. Studies in History and Philosophy of Biology and Biomedical Science, 29, 107-136.
Trafton, J. G., Trickett, S. B., Stitzlein, C. A., Saner, L., Schunn, C., & Kirschenbaum, S. S. (2006). The relationship between spatial transformations and iconic gestures. Spatial Cognition & Computation, 6(1), 1-29.
Trickett, S., Trafton, G., Schunn, C., & Harrison, A. (2001). That s odd! How scientists respond to anomalous data. Trabajo presentado en la reunión anual de la Cognitive Science Society, Edimburgo, Reino Unido.
VanLehn, K. (1989). Problem solving and cognitive skill acquisition. En M. I. Posner (Ed.), Foundations of cognitive science (pp. 526-579). Cambridge, MA: M. I. T. Press.
dc.rights.spa.fl_str_mv Derechos Reservados - Universidad Católica de Colombia, 2007
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spelling Córdoba, Mario3d9c4eb6-e8cb-4118-80fd-96ccb55cd877-1Larreamendy-Joerns, Jorge9fdae99f-f868-4f6f-a3e7-7911ebaf63ee-12013-04-19T14:51:26Z2013-04-19T14:51:26Z2007-06This study explored the relationship between experimental strategies and domain-specific knowledge within a task of scientific discovery. Groups of expert biologists, experimental psychologists, and lay people in both biology and experimentation were asked to solve a task on population ecology, which implied reaching an equilibrium between preys and predators through parameter manipulation. Success rates, depth and breath of search, and global styles of experimentation were analyzed. Results indicated that experimentation styles are associated with the participants prior knowledge. Novices engaged in an extensive search through the scope of the problem, whereas expert participants focused their research process on a limited number of parameters.Este estudio explora la relación entre estrategias de experimentación y conocimiento específico en una tarea de descubrimiento científico. Grupos de biólogos expertos, psicólogos experimentalistas y legos en biología y experimentación se enfrentaron a una tarea en ecología de poblaciones, que implicaba lograr, a través de la manipulación de parámetros, un equilibrio entre presas y predadores. Se analizaron las tasas de éxito en la tarea, la amplitud y profundidad de la búsqueda experimental y los estilos globales de experimentación. Los resultados indican que los estilos de experimentación están asociados al conocimiento previo de los participantes. Los legos realizaron una extensa búsqueda a través del espacio del problema, contrario a los participantes de alto conocimiento, quienes concentraron su proceso de investigación en un número reducido de parámetros.application/pdfCórdoba, M., & Larreamendy-Joerns, J. (2007). Variación en estilos de experimentación y conocimiento específico. Acta Colombiana de Psicología, 10(1), 25-34. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/2340123-9155http://hdl.handle.net/10983/551spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 10, no. 1 (ene.-jun. 2007); p. 25-34Chase, W. G., and Simon, H. A. (1973). The mind s eye in chess. En W. G. Chase (Ed.), Visual information processing (pp. 215–281). New York: Academic Press.Chen, Z. & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child Development, 70(5), 1098-1120.Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.Chi, M.T.H. & Ohlsson, S. (2005). Complex declarative learning. En K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 371-399). Cambridge University PressDunbar, K. (2001). What scientific thinking reveals about the nature of cognition. En Crowley, K., Schunn, D.C., Okada, T. (Eds.) Designing for science: Implications from everyday, classroom, and professional settings (pp. 83-114). Hillsdale, NJ: Lawrence Erlbaum.Dunbar, K., & Fungelsang (2005). Scientific thinking and reasoning. En K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 705-726). New York: Cambridge University Press.Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12(1), 1-48.Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667.Klahr, D., & Simon, H. A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125(5), 524-543.Klahr, D., Dunbar, K., Fay, A. L., Penner, D. E., & Schunn, C. D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: The MIT Press.Kuhn, D., Garcia-Mila, M., Zohar, A. & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60 (4).Kulkarni, D., & Simon, H. A. (1988). The processes of scientific discovery: The strategy of experimentation. Cognitive Science, 12(1), 139-175.Larreamendy-Joerns, J., & Sandino, J. C. (2004). Biology fieldwork: Doing science and finding identity in the grass. Trabajo presentado como parte del simposio Conversation, activity, and informal learning , Kevin Crowley (Presidente). Reunión anual de la American Educational Research Association. San Diego, 2004.Larreamendy-Joerns, J., Sandino, J. C., & Tascón, R. (2001). Cuando saber es preguntar: Comprensión, formulación de preguntas y conocimiento en biología evolutiva. Revista Colombiana de Psicología,10, 68-80.Nersessian, N. J. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N. Giere (Ed.), Cognitive models of science. Minnesota studies in the philosophy of science (pp. 3-44). Minneapolis: University of Minnesota Press.Newell, A. and Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall.Okada, T., & Simon, H. A. (1997). Collaborative discovery in a scientific domain. Cognitive Science, 21(1), 109-146.Schauble, L., Glaser, R., Raghavan, K., & Reiner, M. (1991). Causal models and experimentation strategies in scientific reasoning. The Journal of the Learning Sciences, 1(2), 201-238.Schunn, C. D., & Anderson:, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23(3), 337-370.Simon, H. A. (1966). Scientific discovery and the psychology of problem solving. In R. Colodny (Ed.), Mind and cosmos (pp. 22-40). Pittsburgh, PA: University of Pittsburgh Press.Sun, Y., Newstetter, W., & Nersessian, N. J. (2006). Promoting model-based reasoning in problem-based learning. Trabajo presentado en la reunión anual de la Cognitive Science Society, Vancouver, Canadá.Thagard, P. (1998). Ulcers and bacteria: Discovery and acceptance. Studies in History and Philosophy of Biology and Biomedical Science, 29, 107-136.Trafton, J. G., Trickett, S. B., Stitzlein, C. A., Saner, L., Schunn, C., & Kirschenbaum, S. S. (2006). The relationship between spatial transformations and iconic gestures. Spatial Cognition & Computation, 6(1), 1-29.Trickett, S., Trafton, G., Schunn, C., & Harrison, A. (2001). That s odd! How scientists respond to anomalous data. Trabajo presentado en la reunión anual de la Cognitive Science Society, Edimburgo, Reino Unido.VanLehn, K. (1989). Problem solving and cognitive skill acquisition. En M. I. Posner (Ed.), Foundations of cognitive science (pp. 526-579). Cambridge, MA: M. I. T. Press.Derechos Reservados - Universidad Católica de Colombia, 2007info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)https://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2Descubrimiento científicoCogniciónEstrategias de experimentaciónConocimiento específicoScientific discoveryCognitionExperimental strategiesDomain-specific knowledgeDISEÑO EXPERIMENTALPSICOLOGÍA COGNOSCITIVAINVESTIGACIÓN CIENTÍFICATEORIA DEL CONOCIMIENTOVariación en estilos de experimentación y conocimiento específicoVariation in experimentation styles and domain-specific knowledgeArtículo de 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