Desarrollo y evaluación de los procesos de razonamiento complejo en ciencias.
| dc.contributor.author | Cárdenas Salgado, Fidel Antonio | spa |
| dc.date.accessioned | 2021-08-02T16:53:38Z | |
| dc.date.available | 2021-08-02T16:53:38Z | |
| dc.date.issued | 1998-01-01 | |
| dc.description.abstract | A pesar de la mayor importancia otorgada por los educadores e investigadores científicos a la evaluación en las ciencias en el pasado, la búsqueda de procesos de evaluación mejores y más confiables es hoy en día una prioridad de investigación. Aunque se ha aceptado generalmente que las áreas de la ciencia que se evaluarán incluyen el conocimiento de conceptos y hechos, habilidades de proceso, pensamiento científico, habilidades de resolución de problemas, habilidades evaluadas para manipular equipos de laboratorio y la disposición de los estudiantes para aplicar el conocimiento científico, el impacto de No se ha pasado por alto la evaluación de estudiantes, profesores y padres. Sin embargo, los avances en la psicología cognitiva, la educación científica y la investigación sobre la evaluación de las ciencias exigen que se investiguen en el campo nuevas dimensiones, como el razonamiento complejo. El razonamiento complejo es una competencia incluida como resultado deseable de la educación científica en muchos planes de estudios de ciencias y se caracteriza por los siguientes atributos: resolución de problemas, toma de decisiones y pensamiento crítico y creativo. Este artículo presenta un marco teórico para la evaluación en ciencias que involucra el desarrollo de competencias a través de la educación científica y enfatiza el razonamiento complejo. Se describe un modelo de trabajo para categorizar tareas de evaluación en razonamientos complejos y se plantean algunas de las principales cuestiones a investigar en la une. También se ha planteado la necesidad de un trabajo interdisciplinario así como de una estrecha interacción con otras áreas de investigación. El objetivo principal de esta línea de investigación es explorar y proponer procesos de evaluación más sistemáticos en la educación científica para rastrear la evolución de las comprensiones y logros de los estudiantes principalmente en la escuela secundaria. | spa |
| dc.description.abstractenglish | Despite the enhanced importance given by science educators and researchers to evaluation in sciences in the past, the search for better and more reliable assessing processes is nowadays a research priority. Although the areas of science to be assessed have been generally accepted as including knowledge of concepts and facts, process skills, science thinking, problem-solving skills, abilities reeded to manipulate laboratoty equipment and the disposition of students to apply scientific knowledge, the impact of assessment on students, teachers and parents has not been overlooked. However, advances in cognitive psychology, science education and research on assessment on science are calling for new dimensions, such as complex reasoning, to be researched in the field. Complex reasoning is a competence included as a desirable outcome of Science education in many Science curricula and is characterized by the following attributes: problem-solving, decision-making and critical and creative thinking. This paperpresents a theoretical framework fon assessment in science involving the development of competencies through science education and emphasizes complex reasoning. A working model to categorize assessment tasks in complex reasoning is described and some of the main questions to be researched in the une are stated. The need for interdisciplinary work as well as close interaction with other unes of investigation has also been put forward. It is the main objective of this line of nesearch to explore and propose more systematic assessment processes in science education to trace the evolution of students understandings and achievements mainly in secondary schools. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.identifier | https://revistas.upn.edu.co/index.php/TED/article/view/5702 | |
| dc.identifier | 10.17227/ted.num3-5702 | |
| dc.identifier.issn | 2323-0126 | |
| dc.identifier.issn | 2665-3184 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/15708 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/5702/4713 | |
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| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.creativecommons | Attribution-NonCommercial 4.0 International | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
| dc.source | Tecné, Episteme y Didaxis: TED; Núm. 3 (1998) | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; No. 3 (1998) | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; n. 3 (1998) | spa |
| dc.title | Desarrollo y evaluación de los procesos de razonamiento complejo en ciencias. | spa |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
| dc.type.driver | info:eu-repo/semantics/article | eng |
| dc.type.local | Artículo de revista | spa |
| dc.type.version | info:eu-repo/semantics/publishedVersion |