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, Jairo Andrés

Tipo de recurso:: Article of journal

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 Experimentação, auto-regulação e conhecimento da física em idades precoces
title	Experimentación, autorregulación y dominio de la física en edades tempranas
spellingShingle	Experimentación, autorregulación y dominio de la física en edades tempranas EXPERIMENTACIÓN MECANISMOS DE CAMBIO REPRESENTACIONAL DOMINIO FÍSICO NIÑOS PEQUEÑOS AUTORREGULACIÓN METACOGNITIVA
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, Jairo Andrés
dc.contributor.author.spa.fl_str_mv	Montes-González, Jairo Andrés
dc.subject.spa.fl_str_mv	EXPERIMENTACIÓN MECANISMOS DE CAMBIO REPRESENTACIONAL DOMINIO FÍSICO NIÑOS PEQUEÑOS AUTORREGULACIÓN METACOGNITIVA
topic	EXPERIMENTACIÓN MECANISMOS DE CAMBIO REPRESENTACIONAL DOMINIO FÍSICO NIÑOS PEQUEÑOS AUTORREGULACIÓN METACOGNITIVA
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.issued.spa.fl_str_mv	2009-06
dc.date.accessioned.spa.fl_str_mv	2011-11-22T17:42:49Z
dc.date.available.spa.fl_str_mv	2011-11-22T17:42:49Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.citation.spa.fl_str_mv	Montes-González, J. (2009). Experimentación, autorregulación y dominio de la física en edades tempranas. Acta Colombiana de Psicología, 12(1), 125-133. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/337
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identifier_str_mv	Montes-González, J. (2009). Experimentación, autorregulación y dominio de la física en edades tempranas. Acta Colombiana de Psicología, 12(1), 125-133. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/337 0123-9155
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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. Scientific 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 self-regulated 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 más acá 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.
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spelling	Montes-González, Jairo Andrésf4ff787c-51a5-4bb3-9dfe-7358b40e85df-12011-11-22T17:42:49Z2011-11-22T17:42:49Z2009-06Este 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 pequeñosapplication/pdfMontes-González, J. (2009). Experimentación, autorregulación y dominio de la física en edades tempranas. Acta Colombiana de Psicología, 12(1), 125-133. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/3370123-9155http://hdl.handle.net/handle/001/196spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 12, no. 1 (ene.-jun. 2009); p. 125-133Annevirta, 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. Scientific 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 self-regulated learning. International Journal of Educational Research, 33, 821-843Puche-Navarro, R. (2000) Formación de herramientas cognitivas científicas en el niño pequeño. Cali: ArangoPuche-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 más acá 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.Derechos Reservados - Universidad Católica de Colombia, 2009info: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_abf2EXPERIMENTACIÓNMECANISMOS DE CAMBIO REPRESENTACIONALDOMINIO FÍSICONIÑOS PEQUEÑOSAUTORREGULACIÓN METACOGNITIVAExperimentación, autorregulación y dominio de la física en edades tempranasExperimentation, cognitive self-regulation and physics knowledge in early childhoodExperimentação, auto-regulação e conhecimento da física em idades precocesArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALv12n1a11.pdfv12n1a11.pdfArtículo 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kb3MgbyBkaXJlY3RhbWVudGUgZGlyaWdpZG9zIGEgY29uc2VndWlyIHVuIHByb3ZlY2hvIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLiBFbCBpbnRlcmNhbWJpbyBkZSBsYSBPYnJhIHBvciBvdHJhcyBvYnJhcyBwcm90ZWdpZGFzIHBvciBkZXJlY2hvcyBkZSBhdXRvciwgeWEgc2VhIGEgdHJhdsOpcyBkZSB1biBzaXN0ZW1hIHBhcmEgY29tcGFydGlyIGFyY2hpdm9zIGRpZ2l0YWxlcyAoZGlnaXRhbCBmaWxlLXNoYXJpbmcpIG8gZGUgY3VhbHF1aWVyIG90cmEgbWFuZXJhIG5vIHNlcsOhIGNvbnNpZGVyYWRvIGNvbW8gZXN0YXIgZGVzdGluYWRvIHByaW5jaXBhbG1lbnRlIG8gZGlyaWdpZG8gZGlyZWN0YW1lbnRlIGEgY29uc2VndWlyIHVuIHByb3ZlY2hvIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLCBzaWVtcHJlIHF1ZSBubyBzZSByZWFsaWNlIHVuIHBhZ28gbWVkaWFudGUgdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIGVuIHJlbGFjacOzbiBjb24gZWwgaW50ZXJjYW1iaW8gZGUgb2JyYXMgcHJvdGVnaWRhcyBwb3IgZWwgZGVyZWNobyBkZSBhdXRvci4gPC9saT4KCiAgPGxpPiBTaSB1c3RlZCBkaXN0cmlidXllLCBleGhpYmUgcMO6YmxpY2FtZW50ZSwgZWplY3V0YSBww7pibGljYW1lbnRlIG8gZWplY3V0YSBww7pibGljYW1lbnRlIGVuIGZvcm1hIGRpZ2l0YWwgbGEgT2JyYSBvIGN1YWxxdWllciBPYnJhIERlcml2YWRhIHUgT2JyYSBDb2xlY3RpdmEsIFVzdGVkIGRlYmUgbWFudGVuZXIgaW50YWN0YSB0b2RhIGxhIGluZm9ybWFjacOzbiBkZSBkZXJlY2hvIGRlIGF1dG9yIGRlIGxhIE9icmEgeSBwcm9wb3JjaW9uYXIsIGRlIGZvcm1hIHJhem9uYWJsZSBzZWfDum4gZWwgbWVkaW8gbyBtYW5lcmEgcXVlIFVzdGVkIGVzdMOpIHV0aWxpemFuZG86IChpKSBlbCBub21icmUgZGVsIEF1dG9yIE9yaWdpbmFsIHNpIGVzdMOhIHByb3Zpc3RvIChvIHNldWTDs25pbW8sIHNpIGZ1ZXJlIGFwbGljYWJsZSksIHkvbyAoaWkpIGVsIG5vbWJyZSBkZSBsYSBwYXJ0ZSBvIGxhcyBwYXJ0ZXMgcXVlIGVsIEF1dG9yIE9yaWdpbmFsIHkvbyBlbCBMaWNlbmNpYW50ZSBodWJpZXJlbiBkZXNpZ25hZG8gcGFyYSBsYSBhdHJpYnVjacOzbiAodi5nLiwgdW4gaW5zdGl0dXRvIHBhdHJvY2luYWRvciwgZWRpdG9yaWFsLCBwdWJsaWNhY2nDs24pIGVuIGxhIGluZm9ybWFjacOzbiBkZSBsb3MgZGVyZWNob3MgZGUgYXV0b3IgZGVsIExpY2VuY2lhbnRlLCB0w6lybWlub3MgZGUgc2VydmljaW9zIG8gZGUgb3RyYXMgZm9ybWFzIHJhem9uYWJsZXM7IGVsIHTDrXR1bG8gZGUgbGEgT2JyYSBzaSBlc3TDoSBwcm92aXN0bzsgZW4gbGEgbWVkaWRhIGRlIGxvIHJhem9uYWJsZW1lbnRlIGZhY3RpYmxlIHksIHNpIGVzdMOhIHByb3Zpc3RvLCBlbCBJZGVudGlmaWNhZG9yIFVuaWZvcm1lIGRlIFJlY3Vyc29zIChVbmlmb3JtIFJlc291cmNlIElkZW50aWZpZXIpIHF1ZSBlbCBMaWNlbmNpYW50ZSBlc3BlY2lmaWNhIHBhcmEgc2VyIGFzb2NpYWRvIGNvbiBsYSBPYnJhLCBzYWx2byBxdWUgdGFsIFVSSSBubyBzZSByZWZpZXJhIGEgbGEgbm90YSBzb2JyZSBsb3MgZGVyZWNob3MgZGUgYXV0b3IgbyBhIGxhIGluZm9ybWFjacOzbiBzb2JyZSBlbCBsaWNlbmNpYW1pZW50byBkZSBsYSBPYnJhOyB5IGVuIGVsIGNhc28gZGUgdW5hIE9icmEgRGVyaXZhZGEsIGF0cmlidWlyIGVsIGNyw6lkaXRvIGlkZW50aWZpY2FuZG8gZWwgdXNvIGRlIGxhIE9icmEgZW4gbGEgT2JyYSBEZXJpdmFkYSAodi5nLiwgIlRyYWR1Y2Npw7NuIEZyYW5jZXNhIGRlIGxhIE9icmEgZGVsIEF1dG9yIE9yaWdpbmFsLCIgbyAiR3Vpw7NuIENpbmVtYXRvZ3LDoWZpY28gYmFzYWRvIGVuIGxhIE9icmEgb3JpZ2luYWwgZGVsIEF1dG9yIE9yaWdpbmFsIikuIFRhbCBjcsOpZGl0byBwdWVkZSBzZXIgaW1wbGVtZW50YWRvIGRlIGN1YWxxdWllciBmb3JtYSByYXpvbmFibGU7IGVuIGVsIGNhc28sIHNpbiBlbWJhcmdvLCBkZSBPYnJhcyBEZXJpdmFkYXMgdSBPYnJhcyBDb2xlY3RpdmFzLCB0YWwgY3LDqWRpdG8gYXBhcmVjZXLDoSwgY29tbyBtw61uaW1vLCBkb25kZSBhcGFyZWNlIGVsIGNyw6lkaXRvIGRlIGN1YWxxdWllciBvdHJvIGF1dG9yIGNvbXBhcmFibGUgeSBkZSB1bmEgbWFuZXJhLCBhbCBtZW5vcywgdGFuIGRlc3RhY2FkYSBjb21vIGVsIGNyw6lkaXRvIGRlIG90cm8gYXV0b3IgY29tcGFyYWJsZS4gPC9saT4KCiAgPGxpPiBQYXJhIGV2aXRhciB0b2RhIGNvbmZ1c2nDs24sIGVsIExpY2VuY2lhbnRlIGFjbGFyYSBxdWUsIGN1YW5kbyBsYSBvYnJhIGVzIHVuYSBjb21wb3NpY2nDs24gbXVzaWNhbDoKCiAgICA8b2wgdHlwZT0naSc+CgogICAgICA8bGk+IFJlZ2Fsw61hcyBwb3IgaW50ZXJwcmV0YWNpw7NuIHkgZWplY3VjacOzbiBiYWpvIGxpY2VuY2lhcyBnZW5lcmFsZXMuIEVsIExpY2VuY2lhbnRlIHNlIHJlc2VydmEgZWwgZGVyZWNobyBleGNsdXNpdm8gZGUgYXV0b3JpemFyIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgbyBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSB5IGRlIHJlY29sZWN0YXIsIHNlYSBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBTQVlDTyksIGxhcyByZWdhbMOtYXMgcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgbyBwb3IgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvIFdlYmNhc3QpIGxpY2VuY2lhZGEgYmFqbyBsaWNlbmNpYXMgZ2VuZXJhbGVzLCBzaSBsYSBpbnRlcnByZXRhY2nDs24gbyBlamVjdWNpw7NuIGRlIGxhIG9icmEgZXN0w6EgcHJpbW9yZGlhbG1lbnRlIG9yaWVudGFkYSBwb3IgbyBkaXJpZ2lkYSBhIGxhIG9idGVuY2nDs24gZGUgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuIDwvbGk+CgogICAgPGxpPiBSZWdhbMOtYXMgcG9yIEZvbm9ncmFtYXMuIEVsIExpY2VuY2lhbnRlIHNlIHJlc2VydmEgZWwgZGVyZWNobyBleGNsdXNpdm8gZGUgcmVjb2xlY3RhciwgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgU0FZQ08pLCB1bmEgYWdlbmNpYSBkZSBkZXJlY2hvcyBtdXNpY2FsZXMgbyBhbGfDum4gYWdlbnRlIGRlc2lnbmFkbywgbGFzIHJlZ2Fsw61hcyBwb3IgY3VhbHF1aWVyIGZvbm9ncmFtYSBxdWUgVXN0ZWQgY3JlZSBhIHBhcnRpciBkZSBsYSBvYnJhICjigJx2ZXJzacOzbiBjb3ZlcuKAnSkgeSBkaXN0cmlidXlhLCBlbiBsb3MgdMOpcm1pbm9zIGRlbCByw6lnaW1lbiBkZSBkZXJlY2hvcyBkZSBhdXRvciwgc2kgbGEgY3JlYWNpw7NuIG8gZGlzdHJpYnVjacOzbiBkZSBlc2EgdmVyc2nDs24gY292ZXIgZXN0w6EgcHJpbW9yZGlhbG1lbnRlIGRlc3RpbmFkYSBvIGRpcmlnaWRhIGEgb2J0ZW5lciB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS4gPC9saT4KCiAgICA8L29sPjwvbGk+CgogIDxsaT4gR2VzdGnDs24gZGUgRGVyZWNob3MgZGUgQXV0b3Igc29icmUgSW50ZXJwcmV0YWNpb25lcyB5IEVqZWN1Y2lvbmVzIERpZ2l0YWxlcyAoV2ViQ2FzdGluZykuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgc2VhIHVuIGZvbm9ncmFtYSwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvLCB3ZWJjYXN0KSB5IGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIEFjaW5wcm8pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpLCBzdWpldGEgYSBsYXMgZGlzcG9zaWNpb25lcyBhcGxpY2FibGVzIGRlbCByw6lnaW1lbiBkZSBEZXJlY2hvIGRlIEF1dG9yLCBzaSBlc3RhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBlc3TDoSBwcmltb3JkaWFsbWVudGUgZGlyaWdpZGEgYSBvYnRlbmVyIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLiA8L2xpPgoKICAgIAoKICA8L29sPgoKICA8cD48c3Ryb25nPjUuIFJlcHJlc2VudGFjaW9uZXMsIEdhcmFudMOtYXMgeSBMaW1pdGFjaW9uZXMgZGUgUmVzcG9uc2FiaWxpZGFkLiA8L3N0cm9uZz48L3A+CgogIDxwPjxmb250IHNpemU9IjEiPkEgTUVOT1MgUVVFIExBUyBQQVJURVMgTE8gQUNPUkRBUkFOIERFIE9UUkEgRk9STUEgUE9SIEVTQ1JJVE8sIEVMIExJQ0VOQ0lBTlRFIE9GUkVDRSBMQSBPQlJBIChFTiBFTCBFU1RBRE8gRU4gRUwgUVVFIFNFIEVOQ1VFTlRSQSkg4oCcVEFMIENVQUzigJ0sIFNJTiBCUklOREFSIEdBUkFOVMONQVMgREUgQ0xBU0UgQUxHVU5BIFJFU1BFQ1RPIERFIExBIE9CUkEsIFlBIFNFQSBFWFBSRVNBLCBJTVBMw41DSVRBLCBMRUdBTCBPIENVQUxRVUlFUkEgT1RSQSwgSU5DTFVZRU5ETywgU0lOIExJTUlUQVJTRSBBIEVMTEFTLCBHQVJBTlTDjUFTIERFIFRJVFVMQVJJREFELCBDT01FUkNJQUJJTElEQUQsIEFEQVBUQUJJTElEQUQgTyBBREVDVUFDScOTTiBBIFBST1DDk1NJVE8gREVURVJNSU5BRE8sIEFVU0VOQ0lBIERFIElORlJBQ0NJw5NOLCBERSBBVVNFTkNJQSBERSBERUZFQ1RPUyBMQVRFTlRFUyBPIERFIE9UUk8gVElQTywgTyBMQSBQUkVTRU5DSUEgTyBBVVNFTkNJQSBERSBFUlJPUkVTLCBTRUFOIE8gTk8gREVTQ1VCUklCTEVTIChQVUVEQU4gTyBOTyBTRVIgRVNUT1MgREVTQ1VCSUVSVE9TKS4gQUxHVU5BUyBKVVJJU0RJQ0NJT05FUyBOTyBQRVJNSVRFTiBMQSBFWENMVVNJw5NOIERFIEdBUkFOVMONQVMgSU1QTMONQ0lUQVMsIEVOIENVWU8gQ0FTTyBFU1RBIEVYQ0xVU0nDk04gUFVFREUgTk8gQVBMSUNBUlNFIEEgVVNURUQuIDwvcD4KCiAgPHA+PHN0cm9uZz42LiBMaW1pdGFjacOzbiBkZSByZXNwb25zYWJpbGlkYWQuIDwvc3Ryb25nPjwvcD4KCiAgPHA+QSBNRU5PUyBRVUUgTE8gRVhJSkEgRVhQUkVTQU1FTlRFIExBIExFWSBBUExJQ0FCTEUsIEVMIExJQ0VOQ0lBTlRFIE5PIFNFUsOBIFJFU1BPTlNBQkxFIEFOVEUgVVNURUQgUE9SIERBw5FPIEFMR1VOTywgU0VBIFBPUiBSRVNQT05TQUJJTElEQUQgRVhUUkFDT05UUkFDVFVBTCwgUFJFQ09OVFJBQ1RVQUwgTyBDT05UUkFDVFVBTCwgT0JKRVRJVkEgTyBTVUJKRVRJVkEsIFNFIFRSQVRFIERFIERBw5FPUyBNT1JBTEVTIE8gUEFUUklNT05JQUxFUywgRElSRUNUT1MgTyBJTkRJUkVDVE9TLCBQUkVWSVNUT1MgTyBJTVBSRVZJU1RPUyBQUk9EVUNJRE9TIFBPUiBFTCBVU08gREUgRVNUQSBMSUNFTkNJQSBPIERFIExBIE9CUkEsIEFVTiBDVUFORE8gRUwgTElDRU5DSUFOVEUgSEFZQSBTSURPIEFEVkVSVElETyBERSBMQSBQT1NJQklMSURBRCBERSBESUNIT1MgREHDkU9TLiBBTEdVTkFTIExFWUVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgQ0lFUlRBIFJFU1BPTlNBQklMSURBRCwgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4gPC9mb250PjwvcD4KCiAgPHA+PHN0cm9uZz43LiBUw6lybWlubzwvc3Ryb25nPi4gPHN0cm9uZz48L3N0cm9uZz48L3A+CgogIDxvbCB0eXBlPSdhJz4KCiAgICA8bGk+RXN0YSBMaWNlbmNpYSB5IGxvcyBkZXJlY2hvcyBvdG9yZ2Fkb3MgZW4gdmlydHVkIGRlIGVsbGEgdGVybWluYXLDoW4gYXV0b23DoXRpY2FtZW50ZSBzaSBVc3RlZCBpbmZyaW5nZSBhbGd1bmEgY29uZGljacOzbiBlc3RhYmxlY2lkYSBlbiBlbGxhLiBTaW4gZW1iYXJnbywgbG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgcXVlIGhhbiByZWNpYmlkbyBPYnJhcyBEZXJpdmFkYXMgbyBDb2xlY3RpdmFzIGRlIFVzdGVkIGRlIGNvbmZvcm1pZGFkIGNvbiBlc3RhIExpY2VuY2lhLCBubyB2ZXLDoW4gdGVybWluYWRhcyBzdXMgbGljZW5jaWFzLCBzaWVtcHJlIHF1ZSBlc3RvcyBpbmRpdmlkdW9zIG8gZW50aWRhZGVzIHNpZ2FuIGN1bXBsaWVuZG8gw61udGVncmFtZW50ZSBsYXMgY29uZGljaW9uZXMgZGUgZXN0YXMgbGljZW5jaWFzLiBMYXMgU2VjY2lvbmVzIDEsIDIsIDUsIDYsIDcsIHkgOCBzdWJzaXN0aXLDoW4gYSBjdWFscXVpZXIgdGVybWluYWNpw7NuIGRlIGVzdGEgTGljZW5jaWEuIDwvbGk+CgogICAgPGxpPlN1amV0YSBhIGxhcyBjb25kaWNpb25lcyB5IHTDqXJtaW5vcyBhbnRlcmlvcmVzLCBsYSBsaWNlbmNpYSBvdG9yZ2FkYSBhcXXDrSBlcyBwZXJwZXR1YSAoZHVyYW50ZSBlbCBwZXLDrW9kbyBkZSB2aWdlbmNpYSBkZSBsb3MgZGVyZWNob3MgZGUgYXV0b3IgZGUgbGEgb2JyYSkuIE5vIG9ic3RhbnRlIGxvIGFudGVyaW9yLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gYSBwdWJsaWNhciB5L28gZXN0cmVuYXIgbGEgT2JyYSBiYWpvIGNvbmRpY2lvbmVzIGRlIGxpY2VuY2lhIGRpZmVyZW50ZXMgbyBhIGRlamFyIGRlIGRpc3RyaWJ1aXJsYSBlbiBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgTGljZW5jaWEgZW4gY3VhbHF1aWVyIG1vbWVudG87IGVuIGVsIGVudGVuZGlkbywgc2luIGVtYmFyZ28sIHF1ZSBlc2EgZWxlY2Npw7NuIG5vIHNlcnZpcsOhIHBhcmEgcmV2b2NhciBlc3RhIGxpY2VuY2lhIG8gcXVlIGRlYmEgc2VyIG90b3JnYWRhICwgYmFqbyBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgbGljZW5jaWEpLCB5IGVzdGEgbGljZW5jaWEgY29udGludWFyw6EgZW4gcGxlbm8gdmlnb3IgeSBlZmVjdG8gYSBtZW5vcyBxdWUgc2VhIHRlcm1pbmFkYSBjb21vIHNlIGV4cHJlc2EgYXRyw6FzLiBMYSBMaWNlbmNpYSByZXZvY2FkYSBjb250aW51YXLDoSBzaWVuZG8gcGxlbmFtZW50ZSB2aWdlbnRlIHkgZWZlY3RpdmEgc2kgbm8gc2UgbGUgZGEgdMOpcm1pbm8gZW4gbGFzIGNvbmRpY2lvbmVzIGluZGljYWRhcyBhbnRlcmlvcm1lbnRlLiA8L2xpPgoKICA8L29sPgoKICA8cD48c3Ryb25nPjguIFZhcmlvcy4gPC9zdHJvbmc+PC9wPgoKICA8b2wgdHlwZT0nYSc+CgogICAgPGxpPkNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuIDwvbGk+CgogIDxsaT5TaSBhbGd1bmEgZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgcmVzdWx0YSBpbnZhbGlkYWRhIG8gbm8gZXhpZ2libGUsIHNlZ8O6biBsYSBsZWdpc2xhY2nDs24gdmlnZW50ZSwgZXN0byBubyBhZmVjdGFyw6EgbmkgbGEgdmFsaWRleiBuaSBsYSBhcGxpY2FiaWxpZGFkIGRlbCByZXN0byBkZSBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhIHksIHNpbiBhY2Npw7NuIGFkaWNpb25hbCBwb3IgcGFydGUgZGUgbG9zIHN1amV0b3MgZGUgZXN0ZSBhY3VlcmRvLCBhcXXDqWxsYSBzZSBlbnRlbmRlcsOhIHJlZm9ybWFkYSBsbyBtw61uaW1vIG5lY2VzYXJpbyA8c3Ryb25nPjwvc3Ryb25nPnBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLiA8L2xpPgoKICA8bGk+TmluZ8O6biB0w6lybWlubyBvIGRpc3Bvc2ljacOzbiBkZSBlc3RhIExpY2VuY2lhIHNlIGVzdGltYXLDoSByZW51bmNpYWRhIHkgbmluZ3VuYSB2aW9sYWNpw7NuIGRlIGVsbGEgc2Vyw6EgY29uc2VudGlkYSBhIG1lbm9zIHF1ZSBlc2EgcmVudW5jaWEgbyBjb25zZW50aW1pZW50byBzZWEgb3RvcmdhZG8gcG9yIGVzY3JpdG8geSBmaXJtYWRvIHBvciBsYSBwYXJ0ZSBxdWUgcmVudW5jaWUgbyBjb25zaWVudGEuIDwvbGk+CgogIDxsaT5Fc3RhIExpY2VuY2lhIHJlZmxlamEgZWwgYWN1ZXJkbyBwbGVubyBlbnRyZSBsYXMgcGFydGVzIHJlc3BlY3RvIGEgbGEgT2JyYSBhcXXDrSBsaWNlbmNpYWRhLiBObyBoYXkgYXJyZWdsb3MsIGFjdWVyZG9zIG8gZGVjbGFyYWNpb25lcyByZXNwZWN0byBhIGxhIE9icmEgcXVlIG5vIGVzdMOpbiBlc3BlY2lmaWNhZG9zIGVuIGVzdGUgZG9jdW1lbnRvLiBFbCBMaWNlbmNpYW50ZSBubyBzZSB2ZXLDoSBsaW1pdGFkbyBwb3IgbmluZ3VuYSBkaXNwb3NpY2nDs24gYWRpY2lvbmFsIHF1ZSBwdWVkYSBzdXJnaXIgZW4gYWxndW5hIGNvbXVuaWNhY2nDs24gZW1hbmFkYSBkZSBVc3RlZC4gRXN0YSBMaWNlbmNpYSBubyBwdWVkZSBzZXIgbW9kaWZpY2FkYSBzaW4gZWwgY29uc2VudGltaWVudG8gbXV0dW8gcG9yIGVzY3JpdG8gZGVsIExpY2VuY2lhbnRlIHkgVXN0ZWQuIDwvbGk+CgogIDwvb2w+Cgo8L2Rpdj4KPC9ib2R5Pgo8L2h0bWw+Cg==

Experimentación, autorregulación y dominio de la física en edades tempranas

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