Análisis de los argumentos elaborados por estudiantes de cursos introductorios de Física universitaria ante situaciones problemáticas

Gárate, Mikel Ceberio; García, José Manuel Almudí; Herranz, José Luis Zubimendi

doi:10.5565/rev/ensciencias.1112

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…La argumentación en grupo es una parte importante del aprendizaje de las ciencias porque, cuando los estudiantes exteriorizan sus ideas al hacer públicos sus conocimientos, estos pueden ser evaluados, cambiados y mejorados (Henao y Stipcich, 2008;Kuhn, 1993). De este modo, cuando se analizan los argumentos expuestos por los estudiantes, se puede obtener información sobre el razonamiento científico que utilizan, los conocimientos alcanzados, los aspectos epistemológicos y las habilidades que tienen para justificar y comunicar sus ideas (Ceberio, Almudí y Zubimendi, 2014).…”

Section: Enseñanza De Las Cienciasunclassified

Establecimiento de líneas argumentativas en la resolución de un problema con enzimas

2020

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RESUMEN • Este estudio analiza las líneas argumentativas seguidas por estudiantes de 4.º de ESO durante la resolución de un problema abierto en el que debían explicar las causas de la detención de las reacciones enzimáticas. Se parte de las líneas de razonamiento propuestas por Kelly, Regev y Prothero (2008) para elaborar, como herramienta de análisis, las líneas argumentativas, entendidas como una sucesión de fases desde los datos a la conclusión. Los resultados muestran que cada grupo elabora dos líneas argumentativas, las cuales integran más pruebas teóricas que empíricas. El uso de pruebas no apropiadas conduce a que alguna de las líneas argumentativas se considere no adecuada, pues no responde a la causa de la detención de dichas reacciones. El carácter interpretativo de las líneas argumentativas es una de sus limitaciones, pero permiten examinar el proceso argumentativo de los estudiantes.PALABRAS CLAVE: Líneas argumentativas; Líneas de razonamiento; Datos; Uso de pruebas; Interacción enzima-sustrato.ABSTRACT • This study analyses the argumentative lines followed by students from 10 th grade during the resolution of an open problem, in which they must explain the reasons why the enzymatic reactions stop. The lines of reasoning, proposed by Kelly, Regev and Prothero (2008), are taken as reference to develop the argumentative lines, which are understood as a succession of phases from the data to the conclusion. The results show that each group develops two argumentative lines, which integrate theoretical rather than empirical evidence. The use of inappropriate evidence implies that some of the argumentative lines are considered inadequate, since students don't answer why enzyme reactions stop. The interpretative feature is one of the limitations of argumentative lines; however, they allow the examination of argumentative process followed by students.

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Section: Enseñanza De Las Cienciasunclassified

Establecimiento de líneas argumentativas en la resolución de un problema con enzimas

2020

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“…Teaching of physics (and engineering) has traditionally focused on the development of a conceptual understanding of the relations between the contents, laws and principles of the matter. Physics education research has uncovered serious difficulties in learning (Duit, 2009) because of the lack of models that emphasize the construction of knowledge (Ceberio et al, 2014). Nowadays, model-based learning is becoming an essential part in the evolution of the strategies in science teaching.…”

Section: Introductionmentioning

confidence: 99%

Development of scientific skills in Higher Education with a flipped classroom-contest approach

García-Bosque

Sánchez-Azqueta

Aldea

et al. 2023

9th International Conference on Higher Education Advances (HEAd'23)

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In this work, the flipped classroom methodology has been applied to the laboratory sessions in the subject Physical Techniques I of the Degree in Physics at the University of Zaragoza, Spain. The proposed sessions have been distributed in 2 main parts. The first part consists on flipped laboratory sessions in which during the before-class sessions, the students must understand, design and customize the designs that will have to characterize experimentally in the laboratory sessions. The second part consists of a student contest activity where the students compete against their pairs while improving their learning about the topics presented in the flipped classes. The proposed approach could increase the depth of the acquisition of experimental skills, helping students to acquire a better understanding of the concepts under study in laboratory sessions.

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Social responsibility in professional accounting training

Cusimayta-Quispe

Delgado-Pizarro

2021

EJS

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Social responsibility in the academic training of the public accountant within the framework of the fulfillment of the accountability roles of the State, the company and other organizations, to society; it is particularly relevant for peace and social cohesion. The study was carried out at the Professional Accounting School of the Andean University of Cusco – Perú (UAC) with a non-experimental qualitative approach, to facilitate the knowledge of the perception of accounting professionals regarding the exercise of their activity; the data collection technique was the survey and the semi-structured interview. The results show that the public accountant, in the performance of the work emphasizes efficiency; the valuation of his ethical principles; and, in the responsible contribution to the related areas within the organization; as well as incipiently to the preservation of natural resources for a healthy environment. It is concluded that in relation to social responsibility, the accounting professional contributes from their perspective in efficiency, transparency and in support to other areas of the organization and also, still tenuously, to the preservation of the environment.

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Análisis de los argumentos elaborados por estudiantes de cursos introductorios de Física universitaria ante situaciones problemáticas

Cited by 3 publications

References 16 publications

Establecimiento de líneas argumentativas en la resolución de un problema con enzimas

Establecimiento de líneas argumentativas en la resolución de un problema con enzimas

Development of scientific skills in Higher Education with a flipped classroom-contest approach

Social responsibility in professional accounting training

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