Titulo:
Experimentación, autorregulación y dominio de la física en edades tempranas.
.
Sumario:
Este artículo presenta una reflexión teórica a propósito de la herramienta científica de la experimentación en niños pequeños, que hasta el momento ha sido abordada desde diversas perspectivas teóricas. En este caso se propone asumir la Autorregulación Metacognitiva como eje integrador de las distintas concepciones de la experimentación. En este sentido se hace uso de la física como un dominio privilegiado para la comprensión de la experimentación en niños pequeños.
Guardado en:
0123-9155
1909-9711
12
2009-01-01
125
133
Airo Andrés Montes González - 2009
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
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Experimentación, autorregulación y dominio de la física en edades tempranas. Experimentation, cognitive self-regulation and physics knowledge in early childhood. Este artículo presenta una reflexión teórica a propósito de la herramienta científica de la experimentación en niños pequeños, que hasta el momento ha sido abordada desde diversas perspectivas teóricas. En este caso se propone asumir la Autorregulación Metacognitiva como eje integrador de las distintas concepciones de la experimentación. En este sentido se hace uso de la física como un dominio privilegiado para la comprensión de la experimentación en niños pequeños. This paper presents a theoretical approach about experimentation in young children as a scientific tool, a concept researched up to date from different theoretical perspectives In this study, metacognitive self-regulation is propounded as an integrative concept to understand experimentation .Physics, as a privileged domain is used to describe experimentation in young children. Montes González, Airo Andrés Experimentation Representational change mechanism Physics Young children Metacognitive regulation Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva 12 1 Artículo de revista Journal article 2009-01-01T00:00:00Z 2009-01-01T00:00:00Z 2009-01-01 application/pdf Universidad Católica de Colombia Acta Colombiana de Psicología 0123-9155 1909-9711 https://actacolombianapsicologia.ucatolica.edu.co/article/view/337 https://actacolombianapsicologia.ucatolica.edu.co/article/view/337 spa https://creativecommons.org/licenses/by-nc-sa/4.0/ Airo Andrés Montes González - 2009 125 133 Annevirta, T. & Vauras, M. (2006). Developmental changes on metacognitive skill in elementary school children. The Journal of Experimental Education, 74, 197-225. Baker, L., & Brown, A. L. (1984). Metacognidve skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York: Longman. Baker, L. (1994). Fostering metacognitive development. In H. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 201–239). San Diego, CA: Academic Press. Baker, L., & Cerro, L. C. (2000). Assessing metacognition in children and adults. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 99–145). Lincoln, NE: Buros. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates. Chen, Z., & Klahr, D. (1999). All other things being equal: Children’s acquisition and transfer of the Control of Variables Strategy. Child Development, 70, 1098-1120. Dixon, J. y Bangert, A (2002). The prehistory of discovery: Precursors of representational change in solving gear problems. Developmental Psychology, 38 (6) 918-33. Dixon, J. A. & Bangert, A. S. (2005). From regularities to concepts: The development of children’s understanding of a mathematical relation. Cognitive Development, 20, 65-86. Dixon, J. A. & Kelley, E. (2007). Theory revision and redescription: Complementary processes in knowledge acquisition. Current Directions in Psychological Science, 16, 111-115. Flavell, J H. (1976). Metacognitive aspects of problem solving. En: The nature of the intelligence (pg. 231-235) Lawrence Earlbaun Associates, Publishers. Freund, L (1990) Maternal Regulation of Children’s Problem solving Behavior and Its Impact on Children’s Performance Garrett, A.J., Mazzocco, M.M.M., Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research and Practice, 21, 77–88 Hoard, C y Clark, T.H. (1992). Self-regulatory behaviors in preschool children: Fact or Fantasy? Paper presented at the annual meeting of National Association of School Psychologist. Hubbard, T. L., & Motes, M. A. (2002). Does representational momentum reflect a distortion of the length or the endpoint of a trajectory? Cognition, 82, B89-B99. Hubbard, T. L., & Motes, M. A., (2005). An effect of context on whether memory for initial position exhibits a Frohlich effect or on onset repulsion effect. Quarterly Journal of Experimental Psychology, 58A, 961-979. Kaiser, M. K., Proffitt, D. R., and McCloskey, M. (1985). The development of beliefs about falling objects, Perception and Psychophysics, 38, 533-539. Kinnunen, R., Vauras M., & Niemi,P. (1998). Comprehension monitoring in beginning readers. Scientifi c Studies of Reading, 4 , 353-375. Krist, H. (2000). Development of naive beliefs about moving objects. The straight-down belief in action. Cognitive Development, 15, 281-308. Krist, H. (2003). Knowing How to Project Objects: Probing the Generality of Children’s Action Knowledge. Journal of Cognition and Development, 4, 383-414. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178-181. Kunh, D. (2007). Reasoning about multiple variables: Control of variables is not the only challenge. Science Education,90, 710-726. Larivee, S., Normandeau, S., Bouffard-Bouchard, T., Peyrade, T., Parent, S., Tremblay, R. (1994). Six years in the Cognitive and Metacognitive Life of 71 Families. International Journal of Psychology; 29, 367- 393. Moely, B.E., Santulli, K.A. & Obach, M.S. (1995. Strategy Instruction, Metacognition, and Motivation in the Elementary School Classroom. In: F. Weiner & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp.301-321). Hillsdake, NJ: Erlbaum. Ochoa, S., Cruz Panesso, I. y Valecia, A. (2006). Las situaciones de resolución de problemas como estrategia de trabajo con niños diagnosticados con TDAH. Pensamiento Psicológico, 7, 73-88. Perry, N. (1998). Young children’s self-regulated learning and context that support it. Journal of Educational Psychology, 90, 715-729. Perry, N.E. & VandeKamp. K.J.O. (2000). Creating classroom context that support young children’s development of selfregulated learning. International Journal of Educational Research, 33, 821-843. Puche-Navarro, R. (2000) Formación de herramientas cognitivas científicas en el niño pequeño. Cali: Arango. Puche-Navarro, R. y Ordoñez O. (2003) Pensar, experimentar y volver a pensar: Un estudio sobre el niño que experimenta con catapultas. En: El niño que piensa y vuelve a pensar. Cali, Artes Gráficas del Valle. Puche Navarro, R. y Ossa, J. (2006). ¿Qué hay de nuevo en el Método Microgenético? Más allá de las estrategias y másacá del funcionamiento cognitivo del sujeto. Summa Psicológica. 13, 117-137. Reiner, M., Slotta, J., Chi, M., & Resnick L. (2000) Naive Physics Reasoning: A Commitment to Substance-Based Conceptions. Cognition and Instruction, 18, 1–34 Schauble, L., Klopfer, L. E. & Raghavan, K. (1991) Students transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching 18, 859-882. Sodian, B., Zaitchik, D. & Carey, S. (1991) Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766. Sperling, R.A., Walls, R.T. & Hill, L.A. (2000) Early Relationships among Self-Regulatory Constructs: Theory of Mind and Preschool Children’s Problem Solving. Child Study Journal, 30, 233-253. Sperling, R.A., Howard, B.C., Miller, L.A., & Murphy, C. (2002). Measures of children´s knowledge and regulation. Contemporary Educational Psychology, 27,51-79. Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223) Vauras, M., kinnunen, R., & Rauhanummi, T. (1999). The role of metacognition in the context of integrated strategy intervention. European Journal of Psychology of Education. 14, 555-569. Wilkening, F. (1981). Integrating velocity, time, and distance information: A developmental study. Cognitive Psychology, 13, 231-247. Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149. https://actacolombianapsicologia.ucatolica.edu.co/article/download/337/342 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD CATÓLICA DE COLOMBIA |
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https://nuevo.metarevistas.org/UNIVERSIDADCATOLICADECOLOMBIA/logo.png |
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Colombia |
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Acta Colombiana de Psicología |
| title |
Experimentación, autorregulación y dominio de la física en edades tempranas. |
| spellingShingle |
Experimentación, autorregulación y dominio de la física en edades tempranas. Montes González, Airo Andrés Experimentation Representational change mechanism Physics Young children Metacognitive regulation Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva |
| title_short |
Experimentación, autorregulación y dominio de la física en edades tempranas. |
| title_full |
Experimentación, autorregulación y dominio de la física en edades tempranas. |
| title_fullStr |
Experimentación, autorregulación y dominio de la física en edades tempranas. |
| title_full_unstemmed |
Experimentación, autorregulación y dominio de la física en edades tempranas. |
| title_sort |
experimentación, autorregulación y dominio de la física en edades tempranas. |
| title_eng |
Experimentation, cognitive self-regulation and physics knowledge in early childhood. |
| description |
Este artículo presenta una reflexión teórica a propósito de la herramienta científica de la experimentación en niños pequeños, que hasta el momento ha sido abordada desde diversas perspectivas teóricas. En este caso se propone asumir la Autorregulación Metacognitiva como eje integrador de las distintas concepciones de la experimentación. En este sentido se hace uso de la física como un dominio privilegiado para la comprensión de la experimentación en niños pequeños.
|
| description_eng |
This paper presents a theoretical approach about experimentation in young children as a scientific tool, a concept researched up to date from different theoretical perspectives In this study, metacognitive self-regulation is propounded as an integrative concept to understand experimentation .Physics, as a privileged domain is used to describe experimentation in young children.
|
| author |
Montes González, Airo Andrés |
| author_facet |
Montes González, Airo Andrés |
| topic |
Experimentation Representational change mechanism Physics Young children Metacognitive regulation Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva |
| topic_facet |
Experimentation Representational change mechanism Physics Young children Metacognitive regulation Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva |
| topicspa_str_mv |
Experimentación Mecanismos de cambio representacional Dominio físico Niños pequeños Autorregulación metacognitiva Experimentação Mecanismos de cambio representacional Domínio físico Meninos pequenos Auto-regulação meta-cognitiva |
| citationvolume |
12 |
| citationissue |
1 |
| publisher |
Universidad Católica de Colombia |
| ispartofjournal |
Acta Colombiana de Psicología |
| source |
https://actacolombianapsicologia.ucatolica.edu.co/article/view/337 |
| language |
spa |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ Airo Andrés Montes González - 2009 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Annevirta, T. & Vauras, M. (2006). Developmental changes on metacognitive skill in elementary school children. The Journal of Experimental Education, 74, 197-225. Baker, L., & Brown, A. L. (1984). Metacognidve skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York: Longman. Baker, L. (1994). Fostering metacognitive development. In H. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 201–239). San Diego, CA: Academic Press. Baker, L., & Cerro, L. C. (2000). Assessing metacognition in children and adults. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 99–145). Lincoln, NE: Buros. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates. Chen, Z., & Klahr, D. (1999). All other things being equal: Children’s acquisition and transfer of the Control of Variables Strategy. Child Development, 70, 1098-1120. Dixon, J. y Bangert, A (2002). The prehistory of discovery: Precursors of representational change in solving gear problems. Developmental Psychology, 38 (6) 918-33. Dixon, J. A. & Bangert, A. S. (2005). From regularities to concepts: The development of children’s understanding of a mathematical relation. Cognitive Development, 20, 65-86. Dixon, J. A. & Kelley, E. (2007). Theory revision and redescription: Complementary processes in knowledge acquisition. Current Directions in Psychological Science, 16, 111-115. Flavell, J H. (1976). Metacognitive aspects of problem solving. En: The nature of the intelligence (pg. 231-235) Lawrence Earlbaun Associates, Publishers. Freund, L (1990) Maternal Regulation of Children’s Problem solving Behavior and Its Impact on Children’s Performance Garrett, A.J., Mazzocco, M.M.M., Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research and Practice, 21, 77–88 Hoard, C y Clark, T.H. (1992). Self-regulatory behaviors in preschool children: Fact or Fantasy? Paper presented at the annual meeting of National Association of School Psychologist. Hubbard, T. L., & Motes, M. A. (2002). Does representational momentum reflect a distortion of the length or the endpoint of a trajectory? Cognition, 82, B89-B99. Hubbard, T. L., & Motes, M. A., (2005). An effect of context on whether memory for initial position exhibits a Frohlich effect or on onset repulsion effect. Quarterly Journal of Experimental Psychology, 58A, 961-979. Kaiser, M. K., Proffitt, D. R., and McCloskey, M. (1985). The development of beliefs about falling objects, Perception and Psychophysics, 38, 533-539. Kinnunen, R., Vauras M., & Niemi,P. (1998). Comprehension monitoring in beginning readers. Scientifi c Studies of Reading, 4 , 353-375. Krist, H. (2000). Development of naive beliefs about moving objects. The straight-down belief in action. Cognitive Development, 15, 281-308. Krist, H. (2003). Knowing How to Project Objects: Probing the Generality of Children’s Action Knowledge. Journal of Cognition and Development, 4, 383-414. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178-181. Kunh, D. (2007). Reasoning about multiple variables: Control of variables is not the only challenge. Science Education,90, 710-726. Larivee, S., Normandeau, S., Bouffard-Bouchard, T., Peyrade, T., Parent, S., Tremblay, R. (1994). Six years in the Cognitive and Metacognitive Life of 71 Families. International Journal of Psychology; 29, 367- 393. Moely, B.E., Santulli, K.A. & Obach, M.S. (1995. Strategy Instruction, Metacognition, and Motivation in the Elementary School Classroom. In: F. Weiner & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp.301-321). Hillsdake, NJ: Erlbaum. Ochoa, S., Cruz Panesso, I. y Valecia, A. (2006). Las situaciones de resolución de problemas como estrategia de trabajo con niños diagnosticados con TDAH. Pensamiento Psicológico, 7, 73-88. Perry, N. (1998). Young children’s self-regulated learning and context that support it. Journal of Educational Psychology, 90, 715-729. Perry, N.E. & VandeKamp. K.J.O. (2000). Creating classroom context that support young children’s development of selfregulated learning. International Journal of Educational Research, 33, 821-843. Puche-Navarro, R. (2000) Formación de herramientas cognitivas científicas en el niño pequeño. Cali: Arango. Puche-Navarro, R. y Ordoñez O. (2003) Pensar, experimentar y volver a pensar: Un estudio sobre el niño que experimenta con catapultas. En: El niño que piensa y vuelve a pensar. Cali, Artes Gráficas del Valle. Puche Navarro, R. y Ossa, J. (2006). ¿Qué hay de nuevo en el Método Microgenético? Más allá de las estrategias y másacá del funcionamiento cognitivo del sujeto. Summa Psicológica. 13, 117-137. Reiner, M., Slotta, J., Chi, M., & Resnick L. (2000) Naive Physics Reasoning: A Commitment to Substance-Based Conceptions. Cognition and Instruction, 18, 1–34 Schauble, L., Klopfer, L. E. & Raghavan, K. (1991) Students transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching 18, 859-882. Sodian, B., Zaitchik, D. & Carey, S. (1991) Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766. Sperling, R.A., Walls, R.T. & Hill, L.A. (2000) Early Relationships among Self-Regulatory Constructs: Theory of Mind and Preschool Children’s Problem Solving. Child Study Journal, 30, 233-253. Sperling, R.A., Howard, B.C., Miller, L.A., & Murphy, C. (2002). Measures of children´s knowledge and regulation. Contemporary Educational Psychology, 27,51-79. Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223) Vauras, M., kinnunen, R., & Rauhanummi, T. (1999). The role of metacognition in the context of integrated strategy intervention. European Journal of Psychology of Education. 14, 555-569. Wilkening, F. (1981). Integrating velocity, time, and distance information: A developmental study. Cognitive Psychology, 13, 231-247. Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149. |
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