Experimentación, autorregulación y dominio de la física en edades tempranas.

Este artículo presenta una reflexión teórica a propósito de la herramienta científica de la experimentación en niños pequeños, que hasta el momento ha sido abordada desde diversas perspectivas teóricas. En este caso se propone asumir la Autorregulación Metacognitiva como eje integrador de las distin...

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Autores:: Montes González, Airo Andrés

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2009

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: spa

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dc.title.spa.fl_str_mv	Experimentación, autorregulación y dominio de la física en edades tempranas.
dc.title.translated.eng.fl_str_mv	Experimentation, cognitive self-regulation and physics knowledge in early childhood.
title	Experimentación, autorregulación y dominio de la física en edades tempranas.
spellingShingle	Experimentación, autorregulación y dominio de la física en edades tempranas. Experimentation Representational change mechanism Physics Young children Metacognitive regulation Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva
title_short	Experimentación, autorregulación y dominio de la física en edades tempranas.
title_full	Experimentación, autorregulación y dominio de la física en edades tempranas.
title_fullStr	Experimentación, autorregulación y dominio de la física en edades tempranas.
title_full_unstemmed	Experimentación, autorregulación y dominio de la física en edades tempranas.
title_sort	Experimentación, autorregulación y dominio de la física en edades tempranas.
dc.creator.fl_str_mv	Montes González, Airo Andrés
dc.contributor.author.spa.fl_str_mv	Montes González, Airo Andrés
dc.subject.eng.fl_str_mv	Experimentation Representational change mechanism Physics Young children Metacognitive regulation
topic	Experimentation Representational change mechanism Physics Young children Metacognitive regulation Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva
dc.subject.spa.fl_str_mv	Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva
description	Este artículo presenta una reflexión teórica a propósito de la herramienta científica de la experimentación en niños pequeños, que hasta el momento ha sido abordada desde diversas perspectivas teóricas. En este caso se propone asumir la Autorregulación Metacognitiva como eje integrador de las distintas concepciones de la experimentación. En este sentido se hace uso de la física como un dominio privilegiado para la comprensión de la experimentación en niños pequeños.
publishDate	2009
dc.date.accessioned.none.fl_str_mv	2009-01-01 00:00:00 2023-01-23T15:38:29Z
dc.date.available.none.fl_str_mv	2009-01-01 00:00:00 2023-01-23T15:38:29Z
dc.date.issued.none.fl_str_mv	2009-01-01
dc.type.spa.fl_str_mv	Artículo de revista
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dc.type.local.eng.fl_str_mv	Journal article
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dc.identifier.url.none.fl_str_mv	https://actacolombianapsicologia.ucatolica.edu.co/article/view/337
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dc.relation.bitstream.none.fl_str_mv	https://actacolombianapsicologia.ucatolica.edu.co/article/download/337/342
dc.relation.citationedition.spa.fl_str_mv	Núm. 1 , Año 2009
dc.relation.citationendpage.none.fl_str_mv	133
dc.relation.citationissue.spa.fl_str_mv	1
dc.relation.citationstartpage.none.fl_str_mv	125
dc.relation.citationvolume.spa.fl_str_mv	12
dc.relation.ispartofjournal.spa.fl_str_mv	Acta Colombiana de Psicología
dc.relation.references.spa.fl_str_mv	Annevirta, T. & Vauras, M. (2006). Developmental changes on metacognitive skill in elementary school children. The Journal of Experimental Education, 74, 197-225. Baker, L., & Brown, A. L. (1984). Metacognidve skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York: Longman. Baker, L. (1994). Fostering metacognitive development. In H. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 201–239). San Diego, CA: Academic Press. Baker, L., & Cerro, L. C. (2000). Assessing metacognition in children and adults. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 99–145). Lincoln, NE: Buros. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates. Chen, Z., & Klahr, D. (1999). All other things being equal: Children’s acquisition and transfer of the Control of Variables Strategy. Child Development, 70, 1098-1120. Dixon, J. y Bangert, A (2002). The prehistory of discovery: Precursors of representational change in solving gear problems. Developmental Psychology, 38 (6) 918-33. Dixon, J. A. & Bangert, A. S. (2005). From regularities to concepts: The development of children’s understanding of a mathematical relation. Cognitive Development, 20, 65-86. Dixon, J. A. & Kelley, E. (2007). Theory revision and redescription: Complementary processes in knowledge acquisition. Current Directions in Psychological Science, 16, 111-115. Flavell, J H. (1976). Metacognitive aspects of problem solving. En: The nature of the intelligence (pg. 231-235) Lawrence Earlbaun Associates, Publishers. Freund, L (1990) Maternal Regulation of Children’s Problem solving Behavior and Its Impact on Children’s Performance Garrett, A.J., Mazzocco, M.M.M., Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research and Practice, 21, 77–88 Hoard, C y Clark, T.H. (1992). Self-regulatory behaviors in preschool children: Fact or Fantasy? Paper presented at the annual meeting of National Association of School Psychologist. Hubbard, T. L., & Motes, M. A. (2002). Does representational momentum reflect a distortion of the length or the endpoint of a trajectory? Cognition, 82, B89-B99. Hubbard, T. L., & Motes, M. A., (2005). An effect of context on whether memory for initial position exhibits a Frohlich effect or on onset repulsion effect. Quarterly Journal of Experimental Psychology, 58A, 961-979. Kaiser, M. K., Proffitt, D. R., and McCloskey, M. (1985). The development of beliefs about falling objects, Perception and Psychophysics, 38, 533-539. Kinnunen, R., Vauras M., & Niemi,P. (1998). Comprehension monitoring in beginning readers. Scientifi c Studies of Reading, 4 , 353-375. Krist, H. (2000). Development of naive beliefs about moving objects. The straight-down belief in action. Cognitive Development, 15, 281-308. Krist, H. (2003). Knowing How to Project Objects: Probing the Generality of Children’s Action Knowledge. Journal of Cognition and Development, 4, 383-414. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178-181. Kunh, D. (2007). Reasoning about multiple variables: Control of variables is not the only challenge. Science Education,90, 710-726. Larivee, S., Normandeau, S., Bouffard-Bouchard, T., Peyrade, T., Parent, S., Tremblay, R. (1994). Six years in the Cognitive and Metacognitive Life of 71 Families. International Journal of Psychology; 29, 367- 393. Moely, B.E., Santulli, K.A. & Obach, M.S. (1995. Strategy Instruction, Metacognition, and Motivation in the Elementary School Classroom. In: F. Weiner & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp.301-321). Hillsdake, NJ: Erlbaum. Ochoa, S., Cruz Panesso, I. y Valecia, A. (2006). Las situaciones de resolución de problemas como estrategia de trabajo con niños diagnosticados con TDAH. Pensamiento Psicológico, 7, 73-88. Perry, N. (1998). Young children’s self-regulated learning and context that support it. Journal of Educational Psychology, 90, 715-729. Perry, N.E. & VandeKamp. K.J.O. (2000). Creating classroom context that support young children’s development of selfregulated learning. International Journal of Educational Research, 33, 821-843. Puche-Navarro, R. (2000) Formación de herramientas cognitivas científicas en el niño pequeño. Cali: Arango. Puche-Navarro, R. y Ordoñez O. (2003) Pensar, experimentar y volver a pensar: Un estudio sobre el niño que experimenta con catapultas. En: El niño que piensa y vuelve a pensar. Cali, Artes Gráficas del Valle. Puche Navarro, R. y Ossa, J. (2006). ¿Qué hay de nuevo en el Método Microgenético? Más allá de las estrategias y másacá del funcionamiento cognitivo del sujeto. Summa Psicológica. 13, 117-137. Reiner, M., Slotta, J., Chi, M., & Resnick L. (2000) Naive Physics Reasoning: A Commitment to Substance-Based Conceptions. Cognition and Instruction, 18, 1–34 Schauble, L., Klopfer, L. E. & Raghavan, K. (1991) Students transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching 18, 859-882. Sodian, B., Zaitchik, D. & Carey, S. (1991) Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766. Sperling, R.A., Walls, R.T. & Hill, L.A. (2000) Early Relationships among Self-Regulatory Constructs: Theory of Mind and Preschool Children’s Problem Solving. Child Study Journal, 30, 233-253. Sperling, R.A., Howard, B.C., Miller, L.A., & Murphy, C. (2002). Measures of children´s knowledge and regulation. Contemporary Educational Psychology, 27,51-79. Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223) Vauras, M., kinnunen, R., & Rauhanummi, T. (1999). The role of metacognition in the context of integrated strategy intervention. European Journal of Psychology of Education. 14, 555-569. Wilkening, F. (1981). Integrating velocity, time, and distance information: A developmental study. Cognitive Psychology, 13, 231-247. Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.
dc.rights.spa.fl_str_mv	Airo Andrés Montes González - 2009
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spelling	Montes González, Airo Andrés415c9b20-c7ee-4973-bcd8-bc918f37b32a3002009-01-01 00:00:002023-01-23T15:38:29Z2009-01-01 00:00:002023-01-23T15:38:29Z2009-01-01Este artículo presenta una reflexión teórica a propósito de la herramienta científica de la experimentación en niños pequeños, que hasta el momento ha sido abordada desde diversas perspectivas teóricas. En este caso se propone asumir la Autorregulación Metacognitiva como eje integrador de las distintas concepciones de la experimentación. En este sentido se hace uso de la física como un dominio privilegiado para la comprensión de la experimentación en niños pequeños.This paper presents a theoretical approach about experimentation in young children as a scientific tool, a concept researched up to date from different theoretical perspectives In this study, metacognitive self-regulation is propounded as an integrative concept to understand experimentation .Physics, as a privileged domain is used to describe experimentation in young children.application/pdf1909-97110123-9155https://hdl.handle.net/10983/28137https://actacolombianapsicologia.ucatolica.edu.co/article/view/337spaUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/337/342Núm. 1 , Año 2009133112512Acta Colombiana de PsicologíaAnnevirta, T. & Vauras, M. (2006). Developmental changes on metacognitive skill in elementary school children. The Journal of Experimental Education, 74, 197-225.Baker, L., & Brown, A. L. (1984). Metacognidve skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York: Longman.Baker, L. (1994). Fostering metacognitive development. In H. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 201–239). San Diego, CA: Academic Press.Baker, L., & Cerro, L. C. (2000). Assessing metacognition in children and adults. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 99–145). Lincoln, NE: Buros.Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.Chen, Z., & Klahr, D. (1999). All other things being equal: Children’s acquisition and transfer of the Control of Variables Strategy. Child Development, 70, 1098-1120.Dixon, J. y Bangert, A (2002). The prehistory of discovery: Precursors of representational change in solving gear problems. Developmental Psychology, 38 (6) 918-33.Dixon, J. A. & Bangert, A. S. (2005). From regularities to concepts: The development of children’s understanding of a mathematical relation. Cognitive Development, 20, 65-86.Dixon, J. A. & Kelley, E. (2007). Theory revision and redescription: Complementary processes in knowledge acquisition. Current Directions in Psychological Science, 16, 111-115.Flavell, J H. (1976). Metacognitive aspects of problem solving. En: The nature of the intelligence (pg. 231-235) Lawrence Earlbaun Associates, Publishers.Freund, L (1990) Maternal Regulation of Children’s Problem solving Behavior and Its Impact on Children’s PerformanceGarrett, A.J., Mazzocco, M.M.M., Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research and Practice, 21, 77–88Hoard, C y Clark, T.H. (1992). Self-regulatory behaviors in preschool children: Fact or Fantasy? Paper presented at the annual meeting of National Association of School Psychologist.Hubbard, T. L., & Motes, M. A. (2002). Does representational momentum reflect a distortion of the length or the endpoint of a trajectory? Cognition, 82, B89-B99.Hubbard, T. L., & Motes, M. A., (2005). An effect of context on whether memory for initial position exhibits a Frohlich effect or on onset repulsion effect. Quarterly Journal of Experimental Psychology, 58A, 961-979.Kaiser, M. K., Proffitt, D. R., and McCloskey, M. (1985). The development of beliefs about falling objects, Perception and Psychophysics, 38, 533-539.Kinnunen, R., Vauras M., & Niemi,P. (1998). Comprehension monitoring in beginning readers. Scientifi c Studies of Reading, 4 , 353-375.Krist, H. (2000). Development of naive beliefs about moving objects. The straight-down belief in action. Cognitive Development, 15, 281-308.Krist, H. (2003). Knowing How to Project Objects: Probing the Generality of Children’s Action Knowledge. Journal of Cognition and Development, 4, 383-414.Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178-181.Kunh, D. (2007). Reasoning about multiple variables: Control of variables is not the only challenge. Science Education,90, 710-726.Larivee, S., Normandeau, S., Bouffard-Bouchard, T., Peyrade, T., Parent, S., Tremblay, R. (1994). Six years in the Cognitive and Metacognitive Life of 71 Families. International Journal of Psychology; 29, 367- 393.Moely, B.E., Santulli, K.A. & Obach, M.S. (1995. Strategy Instruction, Metacognition, and Motivation in the Elementary School Classroom. In: F. Weiner & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp.301-321). Hillsdake, NJ: Erlbaum.Ochoa, S., Cruz Panesso, I. y Valecia, A. (2006). Las situaciones de resolución de problemas como estrategia de trabajo con niños diagnosticados con TDAH. Pensamiento Psicológico, 7, 73-88.Perry, N. (1998). Young children’s self-regulated learning and context that support it. Journal of Educational Psychology, 90, 715-729.Perry, N.E. & VandeKamp. K.J.O. (2000). Creating classroom context that support young children’s development of selfregulated learning. International Journal of Educational Research, 33, 821-843.Puche-Navarro, R. (2000) Formación de herramientas cognitivas científicas en el niño pequeño. Cali: Arango.Puche-Navarro, R. y Ordoñez O. (2003) Pensar, experimentar y volver a pensar: Un estudio sobre el niño que experimenta con catapultas. En: El niño que piensa y vuelve a pensar. Cali, Artes Gráficas del Valle.Puche Navarro, R. y Ossa, J. (2006). ¿Qué hay de nuevo en el Método Microgenético? Más allá de las estrategias y másacá del funcionamiento cognitivo del sujeto. Summa Psicológica. 13, 117-137.Reiner, M., Slotta, J., Chi, M., & Resnick L. (2000) Naive Physics Reasoning: A Commitment to Substance-Based Conceptions. Cognition and Instruction, 18, 1–34Schauble, L., Klopfer, L. E. & Raghavan, K. (1991) Students transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching 18, 859-882.Sodian, B., Zaitchik, D. & Carey, S. (1991) Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766.Sperling, R.A., Walls, R.T. & Hill, L.A. (2000) Early Relationships among Self-Regulatory Constructs: Theory of Mind and Preschool Children’s Problem Solving. Child Study Journal, 30, 233-253.Sperling, R.A., Howard, B.C., Miller, L.A., & Murphy, C. (2002). Measures of children´s knowledge and regulation. Contemporary Educational Psychology, 27,51-79.Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223)Vauras, M., kinnunen, R., & Rauhanummi, T. (1999). The role of metacognition in the context of integrated strategy intervention. European Journal of Psychology of Education. 14, 555-569.Wilkening, F. (1981). Integrating velocity, time, and distance information: A developmental study. Cognitive Psychology, 13, 231-247.Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.Airo Andrés Montes González - 2009info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/337ExperimentationRepresentational change mechanismPhysicsYoung childrenMetacognitive regulationExperimentaciónMecanismos de cambio representacionalDominio físicoNiños pequeñosAutorregulación metacognitivaExperimentaçãoMecanismos de cambio representacionalDomínio físicoMeninos pequenosAuto-regulação meta-cognitivaExperimentación, autorregulación y dominio de la física en edades tempranas.Experimentation, cognitive self-regulation and physics knowledge in early childhood.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2567https://repository.ucatolica.edu.co/bitstreams/9616849c-442f-4606-b36a-170bfc4526e1/download6d9b43c7080f437bebe81472d8ec4dfbMD5110983/28137oai:repository.ucatolica.edu.co:10983/281372023-03-24 15:11:20.546https://creativecommons.org/licenses/by-nc-sa/4.0/Airo Andrés Montes González - 2009https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

Experimentación, autorregulación y dominio de la física en edades tempranas.

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