Modulación y fragmentación en la construcción de los conceptos: Algunos ejemplos en la enseñanza de las ciencias

Autores/as

  • Dr. D. Michael Watts
  • Dr. Maureen L. Pope

DOI:

https://doi.org/10.12795/IE.1992.i18.01

Resumen

Los autores reivindican el valor de la teoría de los constructos personales de Kelly y, partiendo, concretamente, de los denominados "Corolarios de Modulación y de Fragmentación" de los constructos, analizan algunos ejemplos en et aprendizaje de conceptos de ciencias, para llegar, por fin, a determinadas implicaciones en la concepción del cambio conceptual.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

A.S.E. (1979). Alternatives for Science Education: a consultative document. Hatfield, Hert: Association for Science education.

BENTLEY, D. & WATTS, M. (1991). Communicating in School Science: groups, tasks and problem solving 5-16. Falmer Press, London.

BOLTON, N. (1977). Concept Formation. Pergamon Press, London.

BRUNER (1977). The Process of Education. Harvard University Press, New York.

CLARK, C. (1985). Thoughts on the Epistemological side - Effects of Conceptual Change teaching. Comments developed for the 1985 meeting of the Invisible College of Researchers on Teaching. Personal communication, Chicago.

DEPARTAMENT OF EDUCATION AND SCIENCE (1989). Science in the National Curriculum. HMSO, London.

DONALDSON, M. (1978). Childrens Minas. Fontana, London.

DRIVER, R. & EASLEY, J. (1978). Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students. Studies in Science Education, 5, 61-84.

DRIVER, R.; GUESNE, E. 7 THIBERGIEN, A. (1985). Children’s Ideas in Science. Open University Press, Milton Keynes.

DRIVER, R. (1988). A Constructivist Aproach to Curriculum Development. In Fensham (ed), Developments and Dilemmas in Science Education. Falmer Press, London.

DRIVER, R.; WATTS, M.; CARMICHAEL, C., HOLDING, B.; PHILLIPS, I.; TWIGGER, D. (1990). Research on Students- Conceptions in Science: a bibliography. Childrens Learning in Science Project, University of Leeds, Leeds.

FRANSELLA, F. (1980). Man-as-the-scientist. In Chapman, A. J. and Jones D. M. (eds) Models of Man. British Psychological Society Publication. Leicester.

GILBERT J.K. & POPE, M.L. (1982). School Children discussing energy. I.E.D. mimeograph. University of Surrey, Department of Educational Studies.

GILBERT, J.K.; WATTS, D.M. & OSBORNE, R.J. (1985). Eliciting Students Views Using an Interview-About-Instances Technique. In West, L.H. and Pines, A.L. (eds), Cognitive Structure and Conceptual Change. Academic Press, London.

JUNG, W. (1981). Conceptual Frameworks in Elementary Optics. Paper presented to the International workshop on the problems concerning students representations physics and chemistry knowledge. Padagogish Hochshule, Ludwigsburg.

KELLY, G. A. (1955). The Psychology of Personal Constructs (Vols. 1 and 2). W. W. Norton & Co. Inc., New York.

KELLY, G. A. (1970). Behaviour as an experiment. In Bannister, D. (ed) Perspectives in Personal Construct Theory. Academic Press, London.

LAKATOS, I. (1970). Falsification and the Methodology of Scientific research programmes. In Lakatos and Musgrave (eds), Criticisms and the Growth of Knowledge, Cambridge University Press, Cambridge.

OSBORNE, R. & WITTROCK, M. (1985). The Generative leaming model and its implications for science education. Studies in Science Education, 12, 59-87.

OSBORNE, R, & WITROCK, M. (1985). The Generative Learning Model and its Implications for Science Education, Studies in Science Education, 12, 59-87.

PETTIT, P. (1978). Rational Man Theory. In C. Hookway and P Pettit (eds.), Action and Interpretation: Studies in the philosophy of the Social Sciences. Cambridge University Press; Cambridge.

PFUNDT, H. & DUIT, R. (1991). Bibliography. Students Alternative Frameworks and Science Education. IPN Reports in Brief, Institute for Science Education, University of Kiel, Kiel, Germany.

POPE, ML & GILBERT, J.K. ((1983). Personal Experience and the Construction of Knowledge in Science. Science Education 67 (2), 193-203.

POPE, M.L. & GILBERT, J.K. (1985). Theories of Learning: Kelly. In Osborne R & Gilbert, J.K. (eds), Some Issues of theory in Science Education, Science Education Research Unit, University of Waikato, 19-41.

POSNER, G.J. (1981). Promising directions in curriculum knowledge: a cognitive psychology perspective. Presented in AERA, Los Angeles.

PURKEY, W.W. & NOVAK, J.M. (1984). Inviting School Success. Wadsworth (2nd).

RYLE, A. (1975). Frames and Cages: The Repertory Grid Approach to Human Understanding. Sussex University Press, Brighton.

STRIKE, K. & POSNER, G. (1985). A conceptual change View of Learning and Understanding. In West LH and Pines AL (eds). Cognitive Structure and Conceptual Change, Academic Press, London.

SWIFT, D.J.; WATS, D.M. & POPE, M.L. (1983). Methodological Pluralism and Personal Construct Psychology: A Case for Pictorial Methods of Eliciting Personal Constructions. Paper presented to the 5th International Congress on Personal Construct Psychology. Boston, Massachusetts.

WATTS, D.M. (1983). A study o/ Alternative Frameworks in School Science. Unpublished PhD thesis, University of Surrey, Guildford.

WATTS, D.M. (1991). The Science of Problem Solving, Cassell Educational, London.

WERNER, H. (1957). Comparative Psychology of mental development (3rd ed). International University Press, New York.

Descargas

Publicado

2021-05-09

Cómo citar

Watts, D. D. M., & Pope, D. M. L. (2021). Modulación y fragmentación en la construcción de los conceptos: Algunos ejemplos en la enseñanza de las ciencias. Investigación En La Escuela, (18), 9–22. https://doi.org/10.12795/IE.1992.i18.01

Número

Sección

Miscelánea
Recibido 2019-03-25
Aceptado 2019-03-25
Publicado 2021-05-09
Visualizaciones
  • Resumen 47
  • PDF 49