On natural thinking

Guidoni, P.

doi:10.1080/0140528850070204

Cited by 39 publications

(19 citation statements)

References 6 publications

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“…This strategy is based on the cognitive ability to separate a system into some of its constituting elements in order to later relate this discreteness into an identifiable continuum. This constant game of "making discrete-recomposing in continuum" works in a complementary fashion and plays an important role in the rational reconstructions of phenomena (Arcà, Guidoni, & Mazzoli, 1983, 1984Guidoni, 1987). Students observe water, a metal, or other materials as something continuous and have to learn, however, to think on them by imagining it as discrete entities that are useful in reporting the behavior of the visible continuum.…”

Section: The Modeling Process and Its Relationship To Expert Scientifmentioning

confidence: 99%

Modeling as a teaching learning process for understanding materials: A case study in primary education

2007

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ABSTRACT:Modeling is being used in teaching learning science in a number of ways. It will be considered here as a process whereby children of primary school age exercise their capacity of organizing recognizable and manageable forms during their understanding of complex phenomenologies. The aim of this work is to characterize this process in relation to the modeling of properties of and changes in materials. The data are discussed by establishing relationships between the modeling process with three different aspects: the specialized scientific knowledge, the physical manipulation of phenomena, and the interaction among those participating in the class. The results show how 7 -8-year-old students generate a modeling process that leads them to explain the behavior of different materials by using a "model of parts" created ad hoc. This model, built up from some kind of a discrete vision of the material, proves to be coherent for children of this age and evolves by relating the visible continuum with an imagined discontinuum.

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Section: The Modeling Process and Its Relationship To Expert Scientifmentioning

confidence: 99%

Modeling as a teaching learning process for understanding materials: A case study in primary education

2007

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“…Hace ya mucho tiempo, Guidoni (1985) se refería a que pensar, hacer y comunicar son tres dimensiones del aparato cognitivo humano irreducibles una a la otra pero que las personas integran cuando generan 'discurso' que conduce a un conocimiento genuino. Nos parece que podemos transformar esta aportación en una recomendación docente: debemos impulsar e identificar las esperadas interacciones entre estas dimensiones de la cognición.…”

Section: Economizar Las Ideas Al Conectar Las Acciones El Pensamientunclassified

“…Para establecer las similitudes entre 'el mundo sugerido' y los hechos sobre los cuales actuamos se han de establecer relaciones L-E-R entre experimentar-pensar, pensar-comunicar, comunicarexperimentar (cada una de ella en doble sentido, según el esquema de Guidoni (1985), fig. 3) Finalmente, el alumnado deberá ser capaz de actuar, pensar y comunicar con una coherencia y rigor que podremos evaluar.…”

Section: Las Hipótesis Y La Argumentaciónunclassified

Los Modelos Teóricos en La "Enseñanza De Ciencias Para Todos" (Eso, Nivel Secundario)

Aymerich¹

2014

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This article reflects on the challenges that are posed to the science teaching by the current emphasis in the school scientific skill.• The school sciences at a basic level are supposed to supply knowledge that let students construe some phenomenon (daily, relevant). But the school theoretical models are inspired in the scientific disciplines even they are not inspired in an "only Science" which take on the entire phenomenon in the material world.• They are supposed to be genuine: the must respond to questions which are meaningful to the students, knowing that the answers are already determined in the curriculum.To solve these challenges it is necessary to check the meaning of the theoretical models in the Sciences and their contributions to the school theoretical models and the teaching practice in the basic education levels as well. This reflection settles on the design of the curricular project 'Ciències 12-15' which has been applied in 8 experimental schools in Catalonia. KeywordsModeling, competency-based education, high school education.pp.

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“…It was observed that majority of those interviewed did not know that it was impossible to squash completely a corked plastic bottle due to the presence of air in it. Guidoni (1985) states that from such experiences, and perceptions, children construct a first 'natural thinking' about the gaseous state and especially about air which is invisible and which cannot be felt at equilibrium.…”

Section: Children's Conception Of Airmentioning

confidence: 99%

Junior High School Pupils' Perceptions of Air

Azure¹

2008

Af. J. Educ. Stud. Math. Sci.

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The study examined Junior High School (JHS) pupils' ideas of the concept air. The study compared the ideas that pupils from endowed schools have about air with those of their counterparts from un-endowed schools. The study also sought to find out the misconceptions pupils have about air and the implications these have on teaching and learning of science at the basic level. The instrument used consisted of a test and an interview schedule developed from topics dealing with the concept of air. The test consisted of multiple-choice items and an essay. Four hundred and sixty-four (464) JHS pupils made up of 235 from endowed and 229 from un-endowed schools were randomly sampled for the study. A t-test (for independent samples) performed on the mean performances of the groups established a significant difference between pupils from endowed and un-endowed schools in favour of pupils from endowed schools. The interview revealed that JHS pupils express themselves better orally than in written form when examined. The interview also established the fact that pupils from endowed schools had better understanding of the nature of air than their counterparts. A number of recommendations were made. Teachers should identify pupils' pre-conceptions on topics to be taught and design appropriate strategies to effect conceptual change.

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On natural thinking

Cited by 39 publications

References 6 publications

Modeling as a teaching learning process for understanding materials: A case study in primary education

Modeling as a teaching learning process for understanding materials: A case study in primary education

Los Modelos Teóricos en La "Enseñanza De Ciencias Para Todos" (Eso, Nivel Secundario)

Junior High School Pupils' Perceptions of Air

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