Advanced Learning: understanding of the invariance concept from texts

This study targets the description of the type of misconceptions that students have about the "invariance" concept is presented here. These students have previously learned the concept of invariance in a mechanics course and must use it in the new context of electromagnetism. This type of...

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Autores principales: Hoyos, Elena, Pocoví, M. Cecilia
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2017
Materias:
Cognitive flexibility theory
Advanced learning
University students
Invariance
Electromagnetism.
Teoría de flexibilidad cognitiva
Aprendizaje avanzado
Compresión lectora
Invariancia
Elec-tromagnetismo.
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18448
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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record_format ojs
spelling I10-R316-article-184482023-09-12T17:07:07Z Advanced Learning: understanding of the invariance concept from texts Aprendizaje avanzado: comprensión del concepto de "invariancia" a partir de textos Hoyos, Elena Pocoví, M. Cecilia Cognitive flexibility theory Advanced learning University students Invariance Electromagnetism. Teoría de flexibilidad cognitiva Aprendizaje avanzado Compresión lectora Invariancia Elec-tromagnetismo. This study targets the description of the type of misconceptions that students have about the "invariance" concept is presented here. These students have previously learned the concept of invariance in a mechanics course and must use it in the new context of electromagnetism. This type of misconceptions associated to oversimplifications acquired during previous formal education has been predicted by the Cognitive Flexibility Theory (Spiro et al., 2006) as one of the most salient problems that emerge during "advanced learning" situations, particularly in learning from texts (Spiro, 2006). It is concluded that among those deficiencies signaled by Spiro et al. (2006), those that appear most frequently are: the passive transmission of knowledge, the oversimplified conception that makes it independent of context, and the separate treatment of interrelated knowledge components. En el presente trabajo se describen el tipo de concepciones erróneas que poseen los estudiantes que, habiendo aprendido el concepto de "invariancia" en cursos anteriores de mecánica, deben aplicarlo al contexto nuevo del electromagnetismo. Este tipo de concepciones erróneas asociadas a sobresimplificaciones adquiridas durante el aprendizaje formal previo han sido predichas en la teoría de la flexibilidad cognitiva (Spiro y otros, 2006) como uno de los problemas más importantes que surgen en situaciones de "aprendizaje avanzado", particularmente en el caso de aprendizaje a partir de la lectura (Spiro, 2006). Se concluye que entre las deficiencias señaladas por Spiro y otros (2006), algunas de las más frecuentes corresponden a la transmisión pasiva del conocimiento, a la representación conceptual simplificada independiente del contexto y al tratamiento separado de componentes de conocimiento interrelacionadas. Asociación de Profesores de Física de la Argentina 2017-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18448 Journal of Physics Teaching; Vol. 29: Extra Issue: Selection of papers submitted to REF; 75-86 Revista de Enseñanza de la Física; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 75-86 Revista de Enseñanza de la Física; v. 29: Edição extra: Seleção de artigos enviados ao REF; 75-86 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18448/18290 Derechos de autor 2017 Elena Hoyos, M. Cecilia Pocoví
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Cognitive flexibility theory
Advanced learning
University students
Invariance
Electromagnetism.
Teoría de flexibilidad cognitiva
Aprendizaje avanzado
Compresión lectora
Invariancia
Elec-tromagnetismo.
spellingShingle Cognitive flexibility theory
Advanced learning
University students
Invariance
Electromagnetism.
Teoría de flexibilidad cognitiva
Aprendizaje avanzado
Compresión lectora
Invariancia
Elec-tromagnetismo.
Hoyos, Elena
Pocoví, M. Cecilia
Advanced Learning: understanding of the invariance concept from texts
topic_facet Cognitive flexibility theory
Advanced learning
University students
Invariance
Electromagnetism.
Teoría de flexibilidad cognitiva
Aprendizaje avanzado
Compresión lectora
Invariancia
Elec-tromagnetismo.
author Hoyos, Elena
Pocoví, M. Cecilia
author_facet Hoyos, Elena
Pocoví, M. Cecilia
author_sort Hoyos, Elena
title Advanced Learning: understanding of the invariance concept from texts
title_short Advanced Learning: understanding of the invariance concept from texts
title_full Advanced Learning: understanding of the invariance concept from texts
title_fullStr Advanced Learning: understanding of the invariance concept from texts
title_full_unstemmed Advanced Learning: understanding of the invariance concept from texts
title_sort advanced learning: understanding of the invariance concept from texts
description This study targets the description of the type of misconceptions that students have about the "invariance" concept is presented here. These students have previously learned the concept of invariance in a mechanics course and must use it in the new context of electromagnetism. This type of misconceptions associated to oversimplifications acquired during previous formal education has been predicted by the Cognitive Flexibility Theory (Spiro et al., 2006) as one of the most salient problems that emerge during "advanced learning" situations, particularly in learning from texts (Spiro, 2006). It is concluded that among those deficiencies signaled by Spiro et al. (2006), those that appear most frequently are: the passive transmission of knowledge, the oversimplified conception that makes it independent of context, and the separate treatment of interrelated knowledge components.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2017
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18448
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AT pocovimcecilia advancedlearningunderstandingoftheinvarianceconceptfromtexts
AT hoyoselena aprendizajeavanzadocomprensiondelconceptodeinvarianciaapartirdetextos
AT pocovimcecilia aprendizajeavanzadocomprensiondelconceptodeinvarianciaapartirdetextos
first_indexed 2024-09-03T20:38:49Z
last_indexed 2024-09-03T20:38:49Z
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