Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar
Esta pesquisa averigua pelas mudanças que geram três contextos discursivos em operações argumentativas e epistêmicas aplicadas por crianças dos 8 aos 10 anos. Envolveu 36 alunos de quinto grau de duas escolas públicas em Cali, Colômbia. O desenho experimental teve três contextos baseados na teoria d...
- Autores:
-
Gutiérrez-R., Mario Fernando
Correa-Restrepo, Miralba
- Tipo de recurso:
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- Fecha de publicación:
- 2009
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- Universidad Católica de Colombia
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- Palabra clave:
- ARGUMENTACIÓN
CONTEXTO ARGUMENTATIVO
DISCURSO COLABORATIVO
EXPLICACIONES
RAZONAMIENTO INFANTIL
PRUEBAS PSICOLÓGICAS PARA NIÑOS
COGNICIÓN EN NIÑOS
PSICOLOGÍA INFANTIL
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Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar |
| dc.title.eng.fl_str_mv |
Discursive operations and argumentative contexts: understanding the physical phenomenon of bouncing |
| dc.title.por.fl_str_mv |
Operações discursivas e contextos argumentativos: compreensão do fenômeno físico de rebote |
| title |
Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar |
| spellingShingle |
Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar ARGUMENTACIÓN CONTEXTO ARGUMENTATIVO DISCURSO COLABORATIVO EXPLICACIONES RAZONAMIENTO INFANTIL PRUEBAS PSICOLÓGICAS PARA NIÑOS COGNICIÓN EN NIÑOS PSICOLOGÍA INFANTIL |
| title_short |
Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar |
| title_full |
Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar |
| title_fullStr |
Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar |
| title_full_unstemmed |
Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar |
| title_sort |
Operaciones discursivas y contextos argumentativos: sobre la comprensión del fenómeno físico de rebotar |
| 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 CONTEXTO ARGUMENTATIVO DISCURSO COLABORATIVO EXPLICACIONES |
| topic |
ARGUMENTACIÓN CONTEXTO ARGUMENTATIVO DISCURSO COLABORATIVO EXPLICACIONES RAZONAMIENTO INFANTIL PRUEBAS PSICOLÓGICAS PARA NIÑOS COGNICIÓN EN NIÑOS PSICOLOGÍA INFANTIL |
| dc.subject.lemb.spa.fl_str_mv |
RAZONAMIENTO INFANTIL PRUEBAS PSICOLÓGICAS PARA NIÑOS COGNICIÓN EN NIÑOS PSICOLOGÍA INFANTIL |
| description |
Esta pesquisa averigua pelas mudanças que geram três contextos discursivos em operações argumentativas e epistêmicas aplicadas por crianças dos 8 aos 10 anos. Envolveu 36 alunos de quinto grau de duas escolas públicas em Cali, Colômbia. O desenho experimental teve três contextos baseados na teoria de Klahr (2000) sobre raciocínio científico: raciocínio, predição e experimentação. O desempenho argumentativo dos alunos nos três contextos caracterizou-se pelo uso recorrente de operações como a afirmação e a justificação, e pela ocorrência relativamente baixa de oposição e contra-oposição. Em relação ao aspecto epistemológico, os alunos aumentaram sucessivamente as avaliações empíricas no contexto da previsão e avaliação experimental empírica, priorizando a informação obtida na solução da situação para ajustar e resolver os conflitos presentes no discurso. Constatou-se que os estudantes utilizaram diversas variáveis no contexto argumentativo para explicar o fenômeno de rebote; as mais comuns foram o material de construção ou a presença de gás dentro dos objetos. No contexto da experimentação se incrementaram as explicações do fenômeno com duas variáveis simultâneas. As de maior preponderância foram a presença de um gás e o material de construção, ou o material de construção e a forma do objeto. |
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2009 |
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2009-12 |
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2011-11-21T18:33:00Z |
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2011-11-21T18:33:00Z |
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Artículo de revista |
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Gutiérrez-R, M., & Correa-R, M. (2009). Operaciones discursivas y contextos argumentativos : sobre la comprensión del fenómeno físico de rebotar. Acta Colombiana de Psicología, 12(2), 85-95. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/281 |
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0123-9155 |
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http://hdl.handle.net/handle/001/182 |
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Gutiérrez-R, M., & Correa-R, M. (2009). Operaciones discursivas y contextos argumentativos : sobre la comprensión del fenómeno físico de rebotar. Acta Colombiana de Psicología, 12(2), 85-95. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/281 0123-9155 |
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Acta Colombiana de Psicología, Vol. 12, no. 2 (jul.-dic. 2009); p. 85-95 |
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Adam, J.M. (1990). Eléments de linguistique textuelle. Théorie et pratique de l'analyse textuelle. Mardaga. Anderson, R. et al. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition And Instruction, 19(1), 1-46. Anscombre, J.C. (1995). De l'argumentation dans la langue à la théorie des topoï. En: J.C. Anscombre (Comp.), Théorie des topoï. Paris : Editions KIMÉ. 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. Cole, M. (1996). Cultural Psychology: A once and future discipline. Cambridge, MA: Harvard University Press. Dalla, M.L., y Toraldo, G. (2001). Confines: Introducción a la Filosofía de la Ciencia. Barcelona, España: Editorial Crítica. Ducrot, O. (1982). La notion du sujet parlant. En Cahier du groupe de recherche sur la philosophie (Comp.), Recherches sur la philosophie et le langage. Université de Grenoble, 65-93. Ducrot, O. (1984). Le dire et le dit. Paris : Les Editions de Minuit. Ducrot, O. (2004). Argumentation rhétorique et argumentation linguistique. En M. Doury & S. Moirand (Comps.), L'argumentation aujourd'hui. Positions théoriques en confrontation. (1734-124). Paris : Presses Sorbonne Nouvelle. Edwards, D. (1993). But what do children really think?: Discourse analysis and conceptual content in children's talk. Cognition And Instruction, 11(3 & 4), 207-225. Felton, M. (2004). The development of discourse strategies in adolescent argumentation. Cognitive Development 19, 35-52. Felton, M. K., y Kuhn, D. (2002). The development of argumentative discourse skill. Discourse Processes, 23(2/3), 135-154. Finkelstein, N. (2005). Learning physics in context: A study of student learning about electricity and magnetism. International Journal of Science Education, 27(10), 1187-1209. Forman, E. A., & Kraker, M. J. (1985). The social origins of logic: The contributions of Piaget and Vygotsky. In M. W. Berkowitz (Ed.), Peer Conflict and Psychological Growth (Chap. 2). San Francisco: Jossey-Bass Inc., Publishers. Forman, E., Larreamendy-Joerns, J., Stein, M., y Brown, C. (1998). "You're going to want to find out which and prove it": Collective argumentation in a mathematics classroom. Learning and Instruction, 8(6), 527-548. Gilbert, J. (2006). On the nature of "context" in chemical education. International Journal of Science Education, 28(9), 957-976. Gutiérrez, M.F. & Correa, M. (2008). Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico. Acta Colombiana de Psicología, 11(1), 55-63. Hofer, B., y 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. Klahr, D. (2000). Scientific discovery as problem solving. En: D. Klahr (Ed.), The Cognition and Development of Discovery Processes. Cambridge, Massachusetts: The MIT Press. Leitao, S. (1996). Perspectivas no estudo da argumentação quotidiana. Psicologia: Teoria e Pesquisa, 12(1), 011-021. Leitao, S. (2000). A produção de contra-argumentos na escritura infantil. Psicologia: Reflexão e critica, 13(3), 351-361. Mounoud, P. (2000). Le développement cognitif selon Piaget. Structures et point de vue. En: O. Houdé, y C. Meljac (Comps). L'Esprit Piagétien (191-211). Paris: Presses Universitaires de France. Nølke, H. (2006). Pour une théorie linguistique de la polyphonie: problèmes, avantages, perspectives. Perrin (Ed.) : Le sens et ses voix. Dialogisme et polyphonie en langue et en discours. Recherches linguistiques 28. Metz: Université Paul Verlaine, pp. 243-269. Nussbaum, M., y Sinatra, G. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28, 384-395. Parchmann, I. (2006). "Chemie im kontext": A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041-1062. Pilot, A. y Bulte, A. (2006a). Why do you "Need to Know"?. Context-based education. International Journal of Science Education, 28(9), 953-956. Pilot, A. y Bulte, A. (2006b). The use of "contexts" as a challenge for the chemistry curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28(9), 1087-1112. Pine, K., y Messer, D. (2000). The effect of explaining another's actions on children's implicit theories of balance. Cognition And Instruction, 18(1), 35-51. 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., y Giradet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition And Instruction, 11(3 & 4), 365-395. Schwarz, B., Neuman, Y., y Biezuner, S. (2000). Two wrongs may make a right ... If they argue together!. Cognition And Instruction, 18(4), 461-494. Stein, N. y Albro, E. (2001). The origins and nature of arguments: studies in conflict understanding, emotion, and negotiation. Discourse Processes, 32(2&3), 113-133. Toulmin, Stephen (1993). Les usages de l'argumentation. Paris : Presses Universitaires de France. (Travail original publié en 1958). van Eemeren, F., Grootendorst, R., Jackson, S., y Jacobs, S. (2002). Argumentación. En T. Van Dijk (Comp.), El Discurso como estructura y proceso, Volumen 1 (p. 305 - 333). Barcelona, España: Gedisa S.A. (Orig. 1997). Villani, A., y Orquiza, L. (1997). Evolución mental de las representaciones mentales sobre colisiones. Enseñanza de las Ciencias, 15(1), 91-102. |
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Gutiérrez-R., Mario Fernando6f2e21cf-ed7b-42ea-80cb-2ce107d9a14e-1Correa-Restrepo, Miralba79b66e54-56c5-46ec-898b-ed1659d13d83-12011-11-21T18:33:00Z2011-11-21T18:33:00Z2009-12Esta pesquisa averigua pelas mudanças que geram três contextos discursivos em operações argumentativas e epistêmicas aplicadas por crianças dos 8 aos 10 anos. Envolveu 36 alunos de quinto grau de duas escolas públicas em Cali, Colômbia. O desenho experimental teve três contextos baseados na teoria de Klahr (2000) sobre raciocínio científico: raciocínio, predição e experimentação. O desempenho argumentativo dos alunos nos três contextos caracterizou-se pelo uso recorrente de operações como a afirmação e a justificação, e pela ocorrência relativamente baixa de oposição e contra-oposição. Em relação ao aspecto epistemológico, os alunos aumentaram sucessivamente as avaliações empíricas no contexto da previsão e avaliação experimental empírica, priorizando a informação obtida na solução da situação para ajustar e resolver os conflitos presentes no discurso. Constatou-se que os estudantes utilizaram diversas variáveis no contexto argumentativo para explicar o fenômeno de rebote; as mais comuns foram o material de construção ou a presença de gás dentro dos objetos. No contexto da experimentação se incrementaram as explicações do fenômeno com duas variáveis simultâneas. As de maior preponderância foram a presença de um gás e o material de construção, ou o material de construção e a forma do objeto.En esta investigación se indaga cuáles son los cambios que generan tres contextos discursivos en las operaciones argumentativas y epistémicas utilizadas por niños de 8 a 10 años. Participaron 36 estudiantes de grado quinto de dos escuelas públicas de Cali, Colombia. El diseño experimental tuvo tres contextos basados en la teoría de Klahr (2000) sobre razonamiento científico: Argumentación, predicción, y experimentación. El desempeño argumentativo de los estudiantes en los tres contextos estuvo caracterizado por la utilización recurrente de operaciones como la afirmación y la justificación, y la aparición relativamente escasa de la oposición y la contra-oposición. En relación con el aspecto epistémico, los estudiantes incrementaron sucesivamente en el contexto de predicción y experimentación las evaluaciones empíricas, privilegiando las informaciones obtenidas en la resolución de la situación para dirimir y resolver los conflictos presentes en el discurso. Se encontró que los estudiantes en el contexto argumentativo utilizaron diversas variables para explicar el fenómeno de rebotar, siendo el material de construcción o la presencia de un gas al interior de los objetos las más comunes. En el contexto de experimentación aumentaron las explicaciones del fenómeno con dos variables simultáneas, siendo las de mayor proporción el peso y la presencia de un gas, y el material de construcción y la forma.The objective of this research was to make inquiries about the changes that three different contexts generate in the argumentative and epistemological operations used by children aged between 8 and 10 years. Thirty-six fifth grade students from two public schools in Cali, Colombia, took part in the study. The experimental design involved three contexts based on Klahr's theory (2000) about scientific reasoning: argumentation, prediction and experimentation. The students' argumentative performance in the three contexts was characterized by the recurrent use of operations such as affirmation and justification and by the relatively low occurrence of opposition and counter-opposition. In relation to the epistemic aspect, the students successively increased the empirical evaluations in the prediction and experimentation context, favoring the information that was obtained in the resolution of the situation in order to solve the conflicts present in the discourse. It was found that the students in the argumentative context used several variables to explain the bouncing phenomenon where construction material and presence of gas inside the objects were the most common ones. In the experimentation context there was an increase in the explanations of the phenomenon based on two simultaneous variables being weight and presence of gas, those of bigger proportions, as well as construction material and shape.application/pdfGutiérrez-R, M., & Correa-R, M. (2009). Operaciones discursivas y contextos argumentativos : sobre la comprensión del fenómeno físico de rebotar. Acta Colombiana de Psicología, 12(2), 85-95. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/2810123-9155http://hdl.handle.net/handle/001/182spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 12, no. 2 (jul.-dic. 2009); p. 85-95Adam, J.M. (1990). Eléments de linguistique textuelle. Théorie et pratique de l'analyse textuelle. Mardaga.Anderson, R. et al. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition And Instruction, 19(1), 1-46.Anscombre, J.C. (1995). De l'argumentation dans la langue à la théorie des topoï. En: J.C. Anscombre (Comp.), Théorie des topoï. Paris : Editions KIMÉ.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.Cole, M. (1996). Cultural Psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Dalla, M.L., y Toraldo, G. (2001). Confines: Introducción a la Filosofía de la Ciencia. Barcelona, España: Editorial Crítica.Ducrot, O. (1982). La notion du sujet parlant. En Cahier du groupe de recherche sur la philosophie (Comp.), Recherches sur la philosophie et le langage. Université de Grenoble, 65-93.Ducrot, O. (1984). Le dire et le dit. Paris : Les Editions de Minuit.Ducrot, O. (2004). Argumentation rhétorique et argumentation linguistique. En M. Doury & S. Moirand (Comps.), L'argumentation aujourd'hui. Positions théoriques en confrontation. (1734-124). Paris : Presses Sorbonne Nouvelle.Edwards, D. (1993). But what do children really think?: Discourse analysis and conceptual content in children's talk. Cognition And Instruction, 11(3 & 4), 207-225.Felton, M. (2004). The development of discourse strategies in adolescent argumentation. Cognitive Development 19, 35-52.Felton, M. K., y Kuhn, D. (2002). The development of argumentative discourse skill. Discourse Processes, 23(2/3), 135-154.Finkelstein, N. (2005). Learning physics in context: A study of student learning about electricity and magnetism. International Journal of Science Education, 27(10), 1187-1209.Forman, E. A., & Kraker, M. J. (1985). The social origins of logic: The contributions of Piaget and Vygotsky. In M. W. Berkowitz (Ed.), Peer Conflict and Psychological Growth (Chap. 2). San Francisco: Jossey-Bass Inc., Publishers.Forman, E., Larreamendy-Joerns, J., Stein, M., y Brown, C. (1998). "You're going to want to find out which and prove it": Collective argumentation in a mathematics classroom. Learning and Instruction, 8(6), 527-548.Gilbert, J. (2006). On the nature of "context" in chemical education. International Journal of Science Education, 28(9), 957-976.Gutiérrez, M.F. & Correa, M. (2008). Argumentación y concepciones implícitas sobre física: un análisis pragmadialéctico. Acta Colombiana de Psicología, 11(1), 55-63.Hofer, B., y 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.Klahr, D. (2000). Scientific discovery as problem solving. En: D. Klahr (Ed.), The Cognition and Development of Discovery Processes. Cambridge, Massachusetts: The MIT Press.Leitao, S. (1996). Perspectivas no estudo da argumentação quotidiana. Psicologia: Teoria e Pesquisa, 12(1), 011-021.Leitao, S. (2000). A produção de contra-argumentos na escritura infantil. Psicologia: Reflexão e critica, 13(3), 351-361.Mounoud, P. (2000). Le développement cognitif selon Piaget. Structures et point de vue. En: O. Houdé, y C. Meljac (Comps). L'Esprit Piagétien (191-211). Paris: Presses Universitaires de France.Nølke, H. (2006). Pour une théorie linguistique de la polyphonie: problèmes, avantages, perspectives. Perrin (Ed.) : Le sens et ses voix. Dialogisme et polyphonie en langue et en discours. Recherches linguistiques 28. Metz: Université Paul Verlaine, pp. 243-269.Nussbaum, M., y Sinatra, G. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28, 384-395.Parchmann, I. (2006). "Chemie im kontext": A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041-1062.Pilot, A. y Bulte, A. (2006a). Why do you "Need to Know"?. Context-based education. International Journal of Science Education, 28(9), 953-956.Pilot, A. y Bulte, A. (2006b). The use of "contexts" as a challenge for the chemistry curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28(9), 1087-1112.Pine, K., y Messer, D. (2000). The effect of explaining another's actions on children's implicit theories of balance. Cognition And Instruction, 18(1), 35-51.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., y Giradet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition And Instruction, 11(3 & 4), 365-395.Schwarz, B., Neuman, Y., y Biezuner, S. (2000). Two wrongs may make a right ... If they argue together!. Cognition And Instruction, 18(4), 461-494.Stein, N. y Albro, E. (2001). The origins and nature of arguments: studies in conflict understanding, emotion, and negotiation. Discourse Processes, 32(2&3), 113-133.Toulmin, Stephen (1993). Les usages de l'argumentation. Paris : Presses Universitaires de France. (Travail original publié en 1958).van Eemeren, F., Grootendorst, R., Jackson, S., y Jacobs, S. (2002). Argumentación. En T. Van Dijk (Comp.), El Discurso como estructura y proceso, Volumen 1 (p. 305 - 333). Barcelona, España: Gedisa S.A. (Orig. 1997).Villani, A., y Orquiza, L. (1997). Evolución mental de las representaciones mentales sobre colisiones. 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