Analysis of Written Hypotheses in Problem Solving in Educational Research Sequences
Among the stages involved in solving a problem, we focus on the moment ofdeveloping hypotheses, since those activities that consider the creation of hypothesesby students also contribute to learning the nature of science and to the construction ofknowledge. Within a school context, hypotheses take o...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Docentes de Ciencias Biológicas de la Argentina
2017
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22498 |
| Aporte de: |
| Sumario: | Among the stages involved in solving a problem, we focus on the moment ofdeveloping hypotheses, since those activities that consider the creation of hypothesesby students also contribute to learning the nature of science and to the construction ofknowledge. Within a school context, hypotheses take on an important pedagogical role inthe construction of school scientific knowledge. Thus, the objective of this study was toanalyze students’ written hypotheses during the resolution of ecology problems developedin three educational sequences. The characteristics of hypotheses mobilize different skillsin students, and they also indicate that considering them means going beyond the simpleaction of complying with the elements of deductive hypothetical reasoning. |
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