El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/107073 |
Resumo: | This paper looks at laboratory work addressed to science problem solving which implies approaching problematic situations by means of tasks and subtasks typical of the scientific investigation. The learning process during the development of these tasks is analyzed from the perspective of the conceptual fields theory, proposed by Gérard Vergnaud. This theory considers knowledge and knowing how to do as two indivisible aspects of conceptual development, and allows the analysis of the relationship between explicit knowledge and implicit conceptions using students’ actions in specific situations. Cognitive development as conceived in the framework of conceptual fields is made up of sets of situations, concepts and action rules, and symbolic representations, and focuses on assimilation schemes and accomodation of the subjects’ action schemes. A model (MATLaF) is presented, discussed and elaborated to understand the cognitive process in the laboratory work. |
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Andrés Z., María MaitePesa, Marta AzucenaMoreira, Marco Antonio2014-11-19T02:15:29Z20061516-7313http://hdl.handle.net/10183/107073000595703This paper looks at laboratory work addressed to science problem solving which implies approaching problematic situations by means of tasks and subtasks typical of the scientific investigation. The learning process during the development of these tasks is analyzed from the perspective of the conceptual fields theory, proposed by Gérard Vergnaud. This theory considers knowledge and knowing how to do as two indivisible aspects of conceptual development, and allows the analysis of the relationship between explicit knowledge and implicit conceptions using students’ actions in specific situations. Cognitive development as conceived in the framework of conceptual fields is made up of sets of situations, concepts and action rules, and symbolic representations, and focuses on assimilation schemes and accomodation of the subjects’ action schemes. A model (MATLaF) is presented, discussed and elaborated to understand the cognitive process in the laboratory work.Los Trabajos de Laboratorio, dirigidos a la resolución de problemas de ciencia, implican el abordaje de situaciones problema mediante tareas y subtareas propias del quehacer científico. El proceso de aprendizaje durante el desarrollo de estos trabajos se analiza desde la Teoría de Campos Conceptuales propuesta por Gérard Vergnaud. Esta teoría considera el saber y el saber hacer como dos aspectos indivisibles en el desarrollo conceptual; y, permite analizar la relación entre conocimientos explícitos y conceptualizaciones implícitas a partir de las acciones de los sujetos en situaciones específicas. El desarrollo cognitivo se concibe en el marco de campos conceptuales, constituidos por conjuntos de: situaciones, conceptos y reglas de acción, y representaciones simbólicas, y centrado en la asimilación y acomodación de esquemas del sujeto en acción. Se presenta y discute un modelo (MATLaF) elaborado para la comprensión de los procesos cognitivos en un trabajo de laboratorio.application/pdfspaCiência & educação. Bauru. Vol. 12, no. 2 (2006), p. 129-142Ensino de ciênciasEsquemas conceituaisConcepts-in-actionTheorems-in-actionLaboratory workLearning in physics laboratoryConceptos-en-acciónTeoremas-en-acciónTrabajo de laboratorioAprendizaje en el laboratorio de físicaEl trabajo de laboratorio en cursos de física desde la teoría de campos conceptualesLaboratory work in physics in the light of the conceptual fields’ theory info:eu-repo/semantics/articleinfo:eu-repo/semantics/otherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSORIGINAL000595703.pdf000595703.pdfTexto completo (espanhol)application/pdf92052http://www.lume.ufrgs.br/bitstream/10183/107073/1/000595703.pdf2a33b380c9ea8cd3fefbe01cdafc8cecMD51TEXT000595703.pdf.txt000595703.pdf.txtExtracted Texttext/plain44412http://www.lume.ufrgs.br/bitstream/10183/107073/2/000595703.pdf.txt7d8bc5b353d65a78ac51269f11074c21MD52THUMBNAIL000595703.pdf.jpg000595703.pdf.jpgGenerated Thumbnailimage/jpeg1629http://www.lume.ufrgs.br/bitstream/10183/107073/3/000595703.pdf.jpga3df1f01cb882d0674d198bf2ddcc67cMD5310183/1070732021-06-13 04:30:34.138048oai:www.lume.ufrgs.br:10183/107073Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2021-06-13T07:30:34Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales |
dc.title.alternative.en.fl_str_mv |
Laboratory work in physics in the light of the conceptual fields’ theory |
title |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales |
spellingShingle |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales Andrés Z., María Maite Ensino de ciências Esquemas conceituais Concepts-in-action Theorems-in-action Laboratory work Learning in physics laboratory Conceptos-en-acción Teoremas-en-acción Trabajo de laboratorio Aprendizaje en el laboratorio de física |
title_short |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales |
title_full |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales |
title_fullStr |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales |
title_full_unstemmed |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales |
title_sort |
El trabajo de laboratorio en cursos de física desde la teoría de campos conceptuales |
author |
Andrés Z., María Maite |
author_facet |
Andrés Z., María Maite Pesa, Marta Azucena Moreira, Marco Antonio |
author_role |
author |
author2 |
Pesa, Marta Azucena Moreira, Marco Antonio |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Andrés Z., María Maite Pesa, Marta Azucena Moreira, Marco Antonio |
dc.subject.por.fl_str_mv |
Ensino de ciências Esquemas conceituais |
topic |
Ensino de ciências Esquemas conceituais Concepts-in-action Theorems-in-action Laboratory work Learning in physics laboratory Conceptos-en-acción Teoremas-en-acción Trabajo de laboratorio Aprendizaje en el laboratorio de física |
dc.subject.eng.fl_str_mv |
Concepts-in-action Theorems-in-action Laboratory work Learning in physics laboratory |
dc.subject.spa.fl_str_mv |
Conceptos-en-acción Teoremas-en-acción Trabajo de laboratorio Aprendizaje en el laboratorio de física |
description |
This paper looks at laboratory work addressed to science problem solving which implies approaching problematic situations by means of tasks and subtasks typical of the scientific investigation. The learning process during the development of these tasks is analyzed from the perspective of the conceptual fields theory, proposed by Gérard Vergnaud. This theory considers knowledge and knowing how to do as two indivisible aspects of conceptual development, and allows the analysis of the relationship between explicit knowledge and implicit conceptions using students’ actions in specific situations. Cognitive development as conceived in the framework of conceptual fields is made up of sets of situations, concepts and action rules, and symbolic representations, and focuses on assimilation schemes and accomodation of the subjects’ action schemes. A model (MATLaF) is presented, discussed and elaborated to understand the cognitive process in the laboratory work. |
publishDate |
2006 |
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2006 |
dc.date.accessioned.fl_str_mv |
2014-11-19T02:15:29Z |
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article |
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publishedVersion |
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http://hdl.handle.net/10183/107073 |
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1516-7313 |
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000595703 |
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http://hdl.handle.net/10183/107073 |
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spa |
language |
spa |
dc.relation.ispartof.pt_BR.fl_str_mv |
Ciência & educação. Bauru. Vol. 12, no. 2 (2006), p. 129-142 |
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openAccess |
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