A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions
RESUMEN: In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think...
- Autores:
-
Álvarez, Vanessa
Torres Valoyes, Tarcilo
Gangoso, Zulma
Sanjose, Vicente
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/37035
- Acceso en línea:
- https://hdl.handle.net/10495/37035
- Palabra clave:
- Enseñanza de la química
Chemistry education
Enseñanza de la física
Physics education
Resolución de problemas
http://vocabularies.unesco.org/thesaurus/concept5041
http://vocabularies.unesco.org/thesaurus/concept9869
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0/
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A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions |
| title |
A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions |
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A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions Enseñanza de la química Chemistry education Enseñanza de la física Physics education Resolución de problemas http://vocabularies.unesco.org/thesaurus/concept5041 http://vocabularies.unesco.org/thesaurus/concept9869 |
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A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions |
| title_full |
A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions |
| title_fullStr |
A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions |
| title_full_unstemmed |
A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions |
| title_sort |
A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions |
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Álvarez, Vanessa Torres Valoyes, Tarcilo Gangoso, Zulma Sanjose, Vicente |
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Álvarez, Vanessa Torres Valoyes, Tarcilo Gangoso, Zulma Sanjose, Vicente |
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Grupo de Educación en Ciencias Experimentales y Matemáticas (GECEM) |
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Enseñanza de la química Chemistry education Enseñanza de la física Physics education |
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Enseñanza de la química Chemistry education Enseñanza de la física Physics education Resolución de problemas http://vocabularies.unesco.org/thesaurus/concept5041 http://vocabularies.unesco.org/thesaurus/concept9869 |
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Resolución de problemas |
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http://vocabularies.unesco.org/thesaurus/concept5041 http://vocabularies.unesco.org/thesaurus/concept9869 |
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RESUMEN: In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students’ lacks. |
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2020 |
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2020 |
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2023-10-25T15:24:53Z |
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2023-10-25T15:24:53Z |
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https://hdl.handle.net/10495/37035 |
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2538-7138 |
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eng |
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19 |
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Journal of Baltic Science Education |
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Álvarez, VanessaTorres Valoyes, TarciloGangoso, ZulmaSanjose, VicenteGrupo de Educación en Ciencias Experimentales y Matemáticas (GECEM)2023-10-25T15:24:53Z2023-10-25T15:24:53Z2020https://hdl.handle.net/10495/370352538-7138RESUMEN: In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students’ lacks.746application/pdfengScientific Methodical CenterVilna, Lituaniahttps://creativecommons.org/licenses/by-nc-sa/4.0/http://creativecommons.org/licenses/by-sa/2.5/co/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2A cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actionsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/redcol/resource_type/CJournalArticlehttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionEnseñanza de la químicaChemistry educationEnseñanza de la físicaPhysics educationResolución de problemashttp://vocabularies.unesco.org/thesaurus/concept5041http://vocabularies.unesco.org/thesaurus/concept9869746573019Journal of Baltic Science EducationPublicationORIGINALTorresTarcilo_2020_CognitiveModelAnalyse.pdfTorresTarcilo_2020_CognitiveModelAnalyse.pdfArticulo de revistaapplication/pdf322095https://bibliotecadigital.udea.edu.co/bitstreams/fac83360-d047-4b84-9382-508b0c99b6cc/downloadea98acbe0fa48fc2ca5eead8358d09baMD51trueAnonymousREADCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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