Representaciones múltiples y comprensión de documentos en el dominio de la tecnología.
| dc.contributor.author | Maldonado Granados, Luis Facundo | spa |
| dc.contributor.author | Se queda Tarazona., Juan | spa |
| dc.date.accessioned | 2021-08-02T16:53:09Z | |
| dc.date.available | 2021-08-02T16:53:09Z | |
| dc.date.issued | 2002-05-11 | |
| dc.description.abstract | La mayor parte del conocimiento humano se conserva en documentos escritos. Entre estos ocupan un lugar importante los textos sobre temas técnicos. Su comprensión es una tarea difícil para la mayoría de los lectores. Este artículo describe un experimento que compara tres formas de representación de un mismo tema técnico usando una plataforma hipertextual: una que utiliza sólo texto, otra que acompaña el texto con diagramas y gráficas y la tercera que utiliza texto y simulaciones. Los sujetos fueron 85 estudiantes de décimo grado de un colegio con orientación técnica, los cuales fueren asignados aleatoriamente a una de las tres condiciones. Se utilizó un diseño experimental pretest-postest y una medición adicional de retención. Los resultados muestran que con diagramas y gráficas el texto es más comprensible, pero, que con animaciones, la tasa de retención es mayor. | spa |
| dc.description.abstractenglish | Human knowledge is mainly found in printed documents. Among them, technical documents compound a relevant type of literature whose understanding a is an effort consuming task This article is dealing with an experimental study which compares three representation strategies: the fist one is only text based, the second uses graphics and diagrams together with text and the last one is simulation addressed. A sample of 85 tenth grade students from a technical oriented school was randomly assigned to each of the experimental conditions. A pretest - posttest experimental design was conducted with an additional retention test. The results show that diagrams and graphics ease text comprehension, and simulation increases retention rate. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.identifier | https://revistas.upn.edu.co/index.php/TED/article/view/5605 | |
| dc.identifier | 10.17227/ted.num11-5605 | |
| dc.identifier.issn | 2323-0126 | |
| dc.identifier.issn | 2665-3184 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/15623 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/5605/4622 | |
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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. 11 (2002) | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; No. 11 (2002) | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; n. 11 (2002) | spa |
| dc.subject | Representaciones múltiples | spa |
| dc.subject | Imaginería mental | spa |
| dc.subject | Animación mental | spa |
| dc.subject | Motores de inducción | spa |
| dc.subject | Motores monofásicos de inducción | spa |
| dc.subject | Hipertexto | spa |
| dc.subject | Ambientes de aprendizaje basados en computador | spa |
| dc.title | Representaciones múltiples y comprensión de documentos en el dominio de la tecnología. | 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 |