Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico

El propósito de este artículo es explorar cómo el discurso argumentativo promueve la comprensión que tienen niños de 8 a 10 años de edad sobre las variables que son inherentes al fenómeno físico de rebotar. Desde una perspectiva social, se reconoce que la interacción entre pares les permite a los ni...

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Autores:
Gutiérrez-R., Mario Fernando
Correa-Restrepo, Miralba
Tipo de recurso:
Article of journal
Fecha de publicación:
2008
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/585
Acceso en línea:
http://hdl.handle.net/10983/585
Palabra clave:
ARGUMENTACIÓN
DISCURSO ARGUMENTATIVO
ANÁLISIS PRAGMADIALÉCTICO
ARGUMENTATION
ARGUMENTATIVE DISCOURSE
DISCURSIVE ANALYSIS
ARGUMENTAÇÃO
ANÁLISE PRAGMA-DIALÉTICA
PENSAMIENTO
COGNICIÓN
LÓGICA
PSICOLOGÍA SOCIAL
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openAccess
License
Derechos Reservados - Universidad Católica de Colombia, 2008
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dc.title.spa.fl_str_mv Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
dc.title.translated.eng.fl_str_mv Argumentative discourse and implicit conceptions about physics: a pragma-dialectic analysis
dc.title.translated.por.fl_str_mv Argumentação e conceições implícitas sobre física: uma análise pragma-dialética
title Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
spellingShingle Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
ARGUMENTACIÓN
DISCURSO ARGUMENTATIVO
ANÁLISIS PRAGMADIALÉCTICO
ARGUMENTATION
ARGUMENTATIVE DISCOURSE
DISCURSIVE ANALYSIS
ARGUMENTAÇÃO
ANÁLISE PRAGMA-DIALÉTICA
PENSAMIENTO
COGNICIÓN
LÓGICA
PSICOLOGÍA SOCIAL
title_short Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
title_full Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
title_fullStr Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
title_full_unstemmed Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
title_sort Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico
dc.creator.fl_str_mv Gutiérrez-R., Mario Fernando
Correa-Restrepo, Miralba
dc.contributor.author.spa.fl_str_mv Gutiérrez-R., Mario Fernando
Correa-Restrepo, Miralba
dc.subject.spa.fl_str_mv ARGUMENTACIÓN
DISCURSO ARGUMENTATIVO
ANÁLISIS PRAGMADIALÉCTICO
ARGUMENTATION
ARGUMENTATIVE DISCOURSE
DISCURSIVE ANALYSIS
ARGUMENTAÇÃO
ANÁLISE PRAGMA-DIALÉTICA
topic ARGUMENTACIÓN
DISCURSO ARGUMENTATIVO
ANÁLISIS PRAGMADIALÉCTICO
ARGUMENTATION
ARGUMENTATIVE DISCOURSE
DISCURSIVE ANALYSIS
ARGUMENTAÇÃO
ANÁLISE PRAGMA-DIALÉTICA
PENSAMIENTO
COGNICIÓN
LÓGICA
PSICOLOGÍA SOCIAL
dc.subject.lemb.spa.fl_str_mv PENSAMIENTO
COGNICIÓN
LÓGICA
PSICOLOGÍA SOCIAL
description El propósito de este artículo es explorar cómo el discurso argumentativo promueve la comprensión que tienen niños de 8 a 10 años de edad sobre las variables que son inherentes al fenómeno físico de rebotar. Desde una perspectiva social, se reconoce que la interacción entre pares les permite a los niños y niñas contrastar las creencias ajenas con sus propias ideas y llegar a acuerdos que contengan cláusulas de validez para todos los participantes en la situación. A través de un análisis discursivo se muestra cómo el discurso argumentativo genera un conocimiento que más que compartido, reconoce la convergencia de diferentes estilos de pensamiento y construye nuevas formas de pensar los fenómenos físicos.
publishDate 2008
dc.date.issued.spa.fl_str_mv 2008-06
dc.date.accessioned.spa.fl_str_mv 2013-04-30T19:16:37Z
dc.date.available.spa.fl_str_mv 2013-04-30T19:16:37Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Gutiérrez-R., M., & Correa-R., M. (2008). Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico. Acta Colombiana de Psicología, 11(1), 55-63. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/316
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identifier_str_mv Gutiérrez-R., M., & Correa-R., M. (2008). Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico. Acta Colombiana de Psicología, 11(1), 55-63. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/316
0123-9155
url http://hdl.handle.net/10983/585
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dc.relation.ispartof.spa.fl_str_mv Acta Colombiana de Psicología, Vol. 11, no. 1 (ene.-jun. 2008); p. 55-63
dc.relation.references.spa.fl_str_mv Anderson, R., Chinn, C., Chang, J., Waggoner, M. & Yi, H. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19(1), 1-46.
Baldy, E. (2007). A new educational perspective for teaching gravity. International Journal of Science Education, 29(14), 1767-1788.
Bloom, J. (2001). Discourse, cognition, and chaotic systems: An examination of students’ argument about density. The Journal Of The Learning Sciences, 10(4), 447-492.
Chi, M.T.H., Slotta, J.D. & deLeeuw (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
diSessa, A.A. (1993). Toward an epistemology of physics. Cognition And Instruction, 10, 105-225.
diSessa, A., Gillespiea, N., & Esterlyb, J. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28, 843-900.
Dixon, A. y Bangert, A. (2002). The prehistory of discovery: Precursors of representational change in solving gear system problems. Developmental Psychology, 38(6), 918-933.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
Ducrot, O. (2004). Argumentation rhétorique et argumentation linguistique En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 17-34). Paris: Presses Sorbonne Nouvelle.
Erduran, S., Ardac, D. & Yakmaciguzel, B. (2006). Learning to teach argumentation: Case studies of pre-service secondary science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 1-14.
Felton, M. & Kuhn, D. (2001). The development of argumentative discourse skill. Discourse Processes, 32(2&3), 135-153.
Grize, J.B. (2004). Le point de vue de la logique naturelle: Démontrer, prouver, argumenter. En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 35-44). Paris: Presses Sorbonne Nouvelle.
Gutiérrez, M.F. (2005). Razonamiento físico en preescolares: Un análisis microgenético. Revista Psykhe, 14(2), 109-117.
Hofer, B. & Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Leitao, S. (1996). Perspectivas no estudo da argumentação quotidiana. Psicologia: Teoria e Pesquisa, 12(1), 11-21.
Leitao, S. (2000). A produção de contra-argumentos na escritura infantil. Psicologia: Reflexão e critica 13(3), 351-361.
Mazens, K. & Lautrey, J. (2003). Conceptual change in physics: Children’s naive representations of sound. Cognitive Development, 18, 159-176.
Mildenhall, P. & Williams, J. (2001). Instability in students’ use of intuitive and Newtonian models to predict motion: The critical effect of the parameters involved. International Journal of Science Education, 23(6), 643-660.
Pillow, B., Hill, V., Boyce, A., y Stein, C. (2000). Understanding inference as a source of knowledge: Children’s ability to evaluate the certainty of deduction, perception, and guessing. Developmental Psychology, 36(2), 169-179.
Ploetzner, R. y VanLehn, K. (1997). The acquisition of qualitative physics knowledge during textbook-based physics training. Cognition And Instruction, 15(2), 169-205.
Pontecorvo, C. (1993). Forms of discourse and shared thinking. Cognition And Instruction, 11(3 & 4), 189-196.
Pontecorvo, C., & Giradet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition And Instruction, 11(3 & 4), 365-395.
Reiner, M., Slotta, J., Chi, M. & Resnick, L. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition And Instruction, 18(1), 1-34.
Resnick, L., Salmon, M., Zeitz, C., Haley, S. & Holowchak, M. (1993). Reasoning in conversation. Cognition And Instruction, 11(3 & 4), 347-364.
Roth, W., Lucas, K. & McRobbie, C. (2001). Students’ talk about rotational motion within and across contexts, and implications for future learning. International Journal of Science Education, 23(2), 151- 179.
Slotta, J.D., Chi, M.T. & Joram, E. (1995). Assessing students’ misclassifications of physics concepts: An ontological basis for conceptual change. Cognition And Instruction, 13(3), 373-400.
Smith, C., Maclin, D., Houghton, C. & Hennessey, G. (2000). Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 349-422.
Van Eemeren, F., Grootendorst, R., Jackson, S. & Jacobs, S. (2002). Argumentación. En T. Van Dijk (Comp.), El Discurso Como Estructura y Proceso, Volumen 1 (pp. 305-333). Barcelona, España: Gedisa S.A. (Orig. 1997).
Van Eemeren, F. & Houtlosser, P. (2004). Une vue synoptique del’approche pragma-dialectique. En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 103-124). Paris: Presses Sorbonne Nouvelle.
Vignaux, G. (2004). Une approche cognitive de l’argumentation. En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 103-124). Paris : Presses Sorbonne Nouvelle.
Vosniadou, S. (2002). Propiedades universales y culturo-específicas de los modelos mentales de los niños acerca de la tierra. En: A. Hirschfeld, & S. Gelman (Comps), Cartografía de la Mente (pp. 221- 243). Barcelona: Gedisa, S.A.
Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), 203–222.
Vries, E., Lund, K. & Baker, M. (2002). Computer-mediated epistemic dialogue: explanation and argumentation as vehicles for understanding scientific notions. The Journal of the Learning Sciences, 11(1), 63–103.
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spelling Gutiérrez-R., Mario Fernando6f2e21cf-ed7b-42ea-80cb-2ce107d9a14e-1Correa-Restrepo, Miralba79b66e54-56c5-46ec-898b-ed1659d13d83-12013-04-30T19:16:37Z2013-04-30T19:16:37Z2008-06El propósito de este artículo es explorar cómo el discurso argumentativo promueve la comprensión que tienen niños de 8 a 10 años de edad sobre las variables que son inherentes al fenómeno físico de rebotar. Desde una perspectiva social, se reconoce que la interacción entre pares les permite a los niños y niñas contrastar las creencias ajenas con sus propias ideas y llegar a acuerdos que contengan cláusulas de validez para todos los participantes en la situación. A través de un análisis discursivo se muestra cómo el discurso argumentativo genera un conocimiento que más que compartido, reconoce la convergencia de diferentes estilos de pensamiento y construye nuevas formas de pensar los fenómenos físicos.The purpose of this article is to explore the way in which the argumentative discourse promotes the comprehension that children of ages 8 to 10 have about variables inherent to the physical phenomenon of bouncing. From a social perspective, it is recognized that peer interaction allows boys and girls to contrast other people s beliefs with their own ideas and reach agreements that contain validity clauses for all the participants in the situation. Discursive analysis shows how argumentative discourse generates knowledge that rather than being shared, recognizes the convergence of different styles of thought and builds new ways for explaining the physical phenomena.O objetivo deste artigo é explorar como promove o discurso argumentativo a compreensão dos meninos de nove a dez anos sobre as variáveis inerentes ao fenômeno físico de quicar. Desde uma perspetiva social, reconhece-se que a interação dos pares permite aos meninos contrastar as crenças alheias com as suas próprias idéias e chegar a acordos que contenham cláusulas de valides para todos os participantes na situação. Mediante uma análise discursiva mostra-se que o discurso argumentativo origina um conhecimento que, ademais de compartilhado, reconhece a conver-gência de distintos estilos de de pensamento e construi novas maneiras de pensar os fenômenos físicos.application/pdfGutiérrez-R., M., & Correa-R., M. (2008). Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico. Acta Colombiana de Psicología, 11(1), 55-63. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/3160123-9155http://hdl.handle.net/10983/585spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 11, no. 1 (ene.-jun. 2008); p. 55-63Anderson, R., Chinn, C., Chang, J., Waggoner, M. & Yi, H. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19(1), 1-46.Baldy, E. (2007). A new educational perspective for teaching gravity. International Journal of Science Education, 29(14), 1767-1788.Bloom, J. (2001). Discourse, cognition, and chaotic systems: An examination of students’ argument about density. The Journal Of The Learning Sciences, 10(4), 447-492.Chi, M.T.H., Slotta, J.D. & deLeeuw (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.diSessa, A.A. (1993). Toward an epistemology of physics. Cognition And Instruction, 10, 105-225.diSessa, A., Gillespiea, N., & Esterlyb, J. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28, 843-900.Dixon, A. y Bangert, A. (2002). The prehistory of discovery: Precursors of representational change in solving gear system problems. Developmental Psychology, 38(6), 918-933.Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.Ducrot, O. (2004). Argumentation rhétorique et argumentation linguistique En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 17-34). Paris: Presses Sorbonne Nouvelle.Erduran, S., Ardac, D. & Yakmaciguzel, B. (2006). Learning to teach argumentation: Case studies of pre-service secondary science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 1-14.Felton, M. & Kuhn, D. (2001). The development of argumentative discourse skill. Discourse Processes, 32(2&3), 135-153.Grize, J.B. (2004). Le point de vue de la logique naturelle: Démontrer, prouver, argumenter. En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 35-44). Paris: Presses Sorbonne Nouvelle.Gutiérrez, M.F. (2005). Razonamiento físico en preescolares: Un análisis microgenético. Revista Psykhe, 14(2), 109-117.Hofer, B. & Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.Leitao, S. (1996). Perspectivas no estudo da argumentação quotidiana. Psicologia: Teoria e Pesquisa, 12(1), 11-21.Leitao, S. (2000). A produção de contra-argumentos na escritura infantil. Psicologia: Reflexão e critica 13(3), 351-361.Mazens, K. & Lautrey, J. (2003). Conceptual change in physics: Children’s naive representations of sound. Cognitive Development, 18, 159-176.Mildenhall, P. & Williams, J. (2001). Instability in students’ use of intuitive and Newtonian models to predict motion: The critical effect of the parameters involved. International Journal of Science Education, 23(6), 643-660.Pillow, B., Hill, V., Boyce, A., y Stein, C. (2000). Understanding inference as a source of knowledge: Children’s ability to evaluate the certainty of deduction, perception, and guessing. Developmental Psychology, 36(2), 169-179.Ploetzner, R. y VanLehn, K. (1997). The acquisition of qualitative physics knowledge during textbook-based physics training. Cognition And Instruction, 15(2), 169-205.Pontecorvo, C. (1993). Forms of discourse and shared thinking. Cognition And Instruction, 11(3 & 4), 189-196.Pontecorvo, C., & Giradet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition And Instruction, 11(3 & 4), 365-395.Reiner, M., Slotta, J., Chi, M. & Resnick, L. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition And Instruction, 18(1), 1-34.Resnick, L., Salmon, M., Zeitz, C., Haley, S. & Holowchak, M. (1993). Reasoning in conversation. Cognition And Instruction, 11(3 & 4), 347-364.Roth, W., Lucas, K. & McRobbie, C. (2001). Students’ talk about rotational motion within and across contexts, and implications for future learning. International Journal of Science Education, 23(2), 151- 179.Slotta, J.D., Chi, M.T. & Joram, E. (1995). Assessing students’ misclassifications of physics concepts: An ontological basis for conceptual change. Cognition And Instruction, 13(3), 373-400.Smith, C., Maclin, D., Houghton, C. & Hennessey, G. (2000). Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 349-422.Van Eemeren, F., Grootendorst, R., Jackson, S. & Jacobs, S. (2002). Argumentación. En T. Van Dijk (Comp.), El Discurso Como Estructura y Proceso, Volumen 1 (pp. 305-333). Barcelona, España: Gedisa S.A. (Orig. 1997).Van Eemeren, F. & Houtlosser, P. (2004). Une vue synoptique del’approche pragma-dialectique. En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 103-124). Paris: Presses Sorbonne Nouvelle.Vignaux, G. (2004). Une approche cognitive de l’argumentation. En M. Doury & S. Moirand (Comps.), L’argumentation aujourd’hui. Positions théoriques en confrontation (pp. 103-124). Paris : Presses Sorbonne Nouvelle.Vosniadou, S. (2002). Propiedades universales y culturo-específicas de los modelos mentales de los niños acerca de la tierra. En: A. Hirschfeld, & S. Gelman (Comps), Cartografía de la Mente (pp. 221- 243). Barcelona: Gedisa, S.A.Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), 203–222.Vries, E., Lund, K. & Baker, M. (2002). Computer-mediated epistemic dialogue: explanation and argumentation as vehicles for understanding scientific notions. The Journal of the Learning Sciences, 11(1), 63–103.Derechos Reservados - Universidad Católica de Colombia, 2008info: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_abf2ARGUMENTACIÓNDISCURSO ARGUMENTATIVOANÁLISIS PRAGMADIALÉCTICOARGUMENTATIONARGUMENTATIVE DISCOURSEDISCURSIVE ANALYSISARGUMENTAÇÃOANÁLISE PRAGMA-DIALÉTICAPENSAMIENTOCOGNICIÓNLÓGICAPSICOLOGÍA SOCIALArgumentación y concepciones implícitas sobre física: un análisis pragmadialécticoArgumentative discourse and implicit conceptions about physics: a pragma-dialectic analysisArgumentação e conceições implícitas sobre física: uma análise pragma-dialéticaArtículo de 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