Examinando por Materia "SOLUCION DE PROBLEMAS"
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- PublicaciónAcceso abiertoComportamiento y cognición en solución de problemas: influencias y paralelismos(Universidad Católica de Colombia. Facultad de Psicología, 2007-12) Rivas-García, Olga; González-Beltrán, Luis FernandoSe revisa la relación entre transferencia del aprendizaje y solución de problemas, y la forma en que los avances teóricos, metodológicos y prácticos desarrollados desde un modelo cognoscitivo, guardan semejanzas con los avances correspondientes desde una aproximación conductual. Se resalta el camino paralelo seguido por ambos modelos en el razonamiento analógico, en el aprendizaje lingüístico, y en sus propuestas para la intervención. Se sugiere mayor vinculación entre estos modelos aparentemente opuestos para que los puntos de contacto se conviertan en áreas de aplicación conjunta.
- PublicaciónAcceso abiertoCriterio de logro y transferencia del aprendizaje(2010-08) Quant, Diana Melissa; Hernández-Barrios, AldoThe purpose of research was to identify differences in the transfer task performance when set achievement criteria, versus lack a criteria in the training. The population was 12 adolescents, who were assigned to two experimental conditions. In the first condition, the requirement to pass the transfer tests was to achieve 90% correct in identifying the relations of identity and difference. In the second condition participants were exposed to training without having to meet a criterion of achievement. The results indicate that achievement to establish a criterion for considering the establishment of learning, facilitating the effective implementation of transfer tasks, while not establishing required standards in training, appears to not ensure the establishment of learning, thus contributing to the explanation performance ineffective in the transfer tasks
- PublicaciónAcceso abiertoLa práctica profesional en la formación didáctica y pedagógica de docentes(2009-08) Enciso-Galindo, Sandra Isabel; Muñoz-Albarracín, Liz; Sánchez-Galvis, Diana Marcela; Amador-Rodríguez, Rafael YecidIn this paper present a project that examines, analyzes, evaluates and reoriented, from critical and ongoing reflection, the processes of teaching and learning of chemistry as a science, considered as actors in the process: training teachers to hold the schools where develops the professional practice and teaching faculty researchers at the Universidad Distrital. An analysis of the school context in which teachers in training, used the development of teaching units as a strategy to address the concepts, theories or models of chemistry in different degrees and institutions where you did your teaching practice, these teaching units are directed from the problem-solving model