Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Implicaciones Educativas de las Teorías de Vygotsky: el Desarrollo de Conceptos Científicos en Estudiantes Bogotanos
Educational Implications of Sociocultural Theory: The Development of Scientific Concepts in Students from Bogotá
Implicações Educacionais da Teoria Sociocultural: o Desenvolvimento de Conceitos Científicos em Estudantes de Bogotá
DOI:
https://doi.org/10.15446/rcp.v28n1.68020Keywords:
conceptos científicos, desarrollo, mediación, funciones psicológicas superiores, zona de desarrollo próximo. (es)development, higher psychological functions, mediation, scientific concepts, zone of proximal development. (en)
conceitos científicos, desenvolvimento, funções psicológicas superiores, mediação, zona de desenvolvimento proximal. (pt)
Downloads
El aprendizaje de un sistema de conceptos científicos es la base del desarrollo de conceptos en la escuela. Uno de los obstáculos para lograrlo es que los conceptos se aprenden como palabras vacías sin contenido adecuado. Este estudio ilustra la forma en la que las ideas de Vygotsky se pueden usar para superar dicho obstáculo. Para describir el proceso de comprensión de los conceptos medio ambiente y naturaleza, se implementó una estrategia pedagógica en una muestra de 80 estudiantes de grado séptimo. Los resultados muestran que la estrategia fue efectiva para ayudar a los estudiantes a superar sus preconcepciones y construir conceptos adecuados, representados en modelos y textos expositivos.
Cómo citar este artículo:
Escallón, E., González, B. I., Peña, P. C., & Rozo-Parrado, L. J. (2019). Implicaciones educativas de la teoría sociocultural: el desarrollo de conceptos científicos en estudiantes bogotanos. Revista Colombiana de Psicología, 28, 81-98. https://doi.org/10.15446/rcp.v28n1.68020
Although learning a system of scientific concepts is the basis for the development of concepts in school, this objective is hindered by the fact that concepts are learned as empty words lacking adequate content. is study illustrates how Vygotsky’s ideas can be used to overcome that obstacle. In order to describe the process of understanding the concepts of environment and nature, a pedagogic strategy was implemented in a sample of seventh-grade students. Results show that the strategy was effective in helping students go beyond their preconceptions and be able to build adequate concepts, represented in models and expository texts.
How to cite this article:
Escallón, E., González, B. I., Peña, P. C., & Rozo-Parrado, L. J. (2019). Educational Implications of Sociocultural Theory: The Development of Scientific Concepts in Students from Bogotá. Revista Colombiana de Psicología, 28, 81-98. https://doi.org/10.15446/rcp.v28n1.68020
A aprendizagem de um sistema de conceitos científicos é a base do desenvolvimento de conceitos na escola. Um dos obstáculos para alcança-la é que os conceitos são aprendidos como palavras vazias sem conteúdo adequado. Este estudo ilustra a maneira em que as ideias de Vygotsky podem ser usadas para superar esse obstáculo. Para descrever o processo de compreensão dos conceitos meio ambiente e natureza, foi implementada uma estratégia pedagógica em uma amostra de 80 alunos do sétimo ano. Os resultados mostram que a estratégia foi eficaz em ajudá-los a superar seus
preconceitos e construir conceitos adequados, representados em modelos e textos expositivos.
References
Ausubel, D. P. (1976). Significado y aprendizaje significativo. En D. Ausubel, J. Novak y H. Hanesian (Eds.), Psicología educativa: un punto de vista cognoscitivo (pp. 53-106). México D. F.: Trillas.
Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3, 55-64. Recuperado de: http://www.kuyeb.com/pdf/en/a046f2fec0a830f47a32cf69a0385f80haring.pdf
Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23, 299-313. https://doi.org/10.1016/j.ecresq.2008.03.001
Bodrova, E., & Leong, D. J. (2009). Tools of the mind: A Vygotskian-based early childhood curriculum. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3, 245-262. https://doi.org/10.1007/978-94-024-0927-7_56
Brooks, L., Swain, M., Lapkin, S., & Knouzi, I. (2010). Mediating between scientific and spontaneous concepts through languaging. Language Awareness, 19, 89-110. https://doi-org/10.1080/09658410903440755
Burkhalter, N. (1995). A Vygotsky-Based Curriculum for Teaching Persuasive Writing in the Elementary Grades. Language Arts, 72, 192-199. Recuperado de http://www.jstor.org/stable/41482631
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. Vygotsky’s Educational Theory in Cultural Context, 1, 39-64. https://doi.org/10.1017/CBO9780511840975.004
Chen, Z. (1996). Children’s analogical problem solving: The effects of superficial, structural, and procedural similarity. Journal of Experimental Child Psychology, 62, 410-431. https://doi.org/10.1006/jecp.1996.0037
Corral, R. (2001). El concepto de zona de desarrollo próximo: una interpretación. Revista Cubana de Psicología, 18, 72-77. Recuperado de http://pepsic.bvsalud.org/pdf/rcp/v18n1/09.pdf
Corredor, J., Gaydos, M., & Squire, K. (2014). Seeing change in time: Video games to teach about temporal change in scientific phenomena. Journal of Science Education and Technology, 23, 324-343. https://doi.org/10.1007/s10956-013-9466-4
Dean Jr, D., & Kuhn, D. (2007). Direct instruction vs. discovery: The long view. Science Education, 91, 384-397. https://doi.org/10.1002/sce.20194
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388. https://10.1126/science.1151148
Estupiñán, J. (2018). La adquisición de competencias cognitivo-lingüísticas en ciencias mediante representaciones sociales iconográficas. Revista Internacional Magisterio, 92, 52-57.
Greeno, J. G. (1973). The structure of memory and the process of solving problems. En R. L. Solso (Ed.), Contemporary issues in cognitive psychology: The Loyola Symposium (pp. 103- 134). Washington, D. C.: Winston.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and Learning. En D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 15-46). Nueva York, EUA: Macmillan Library Reference USA.
Hashemia, N., Abua, M. S., Kashefia, H., & Rahimib, K. (2013) Generalization in the Learning of Mathematics. En M. B. Ali (President). Second International Seminar on Quality and Affordable Education (ISQAE). Universiti Teknologi Malaysia, Johor Bahru, Malaysia. Recuperado de https://educ.utm.my/wp-content/uploads/2013/11/291.pdf
Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics. Hillsdale, EUA: Erlbaum Associates, Inc.
Hogan, K. E., & Pressley, M. E. (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, EUA: Brooklyn Books.
Karpov, Y. V. (2003). Vygotsky’s doctrine of scientific concepts. In Kozulin, A., Gindis, B., Ageyev, V., & Miller, S. (Eds.), Vygotsky’s educational theory in cultural context (pp. 65-82). Cambridge, EUA: Cambridge University Press.
https://doi.org/10.1017/CBO9780511840975.005
Kemmis, S., & Mctarggart, R. (1992). Cómo Planificar la Investigación-Acción. Barcelona: Laertes.
Moll, L. C. (2014) L. S. Vygotsky and education. Nueva York: Routledge Key Ideas in Education.
Moreira, M. A., Greca, I. M., & Palmero, M. L. R. (2002). Modelos mentales y modelos conceptuales en la enseñanza y aprendizaje de las ciencias. Revista Brasileira de Pesquisa em Educação em Ciências, 2(3), 37-56. Recuperado de: https://seer.ufmg.br/index.php/rbpec/article/view/2337
Na, Y. H. (2000). Vygotsky in second language acquisition research. English Teaching, 55, 151-169.
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge, EUA: Cambridge University Press.
Parra, M. (1994). Cómo se produce el texto escrito: teoría y práctica. Bogotá: Cooperativa Editorial Magisterio.
Pérez, M. (2003). La investigación sobre la propia práctica como escenario de cambio escolar. Pedagogía y saberes, 18, 70-74. https://10.17227/01212494.18pys70.74
Rodríguez, W. (2015). Reflexividad histórica, problematización e indagación dialógica como herramientas para repensar el concepto vygotskiano de zona de desarrollo próximo. Revista Puertorriqueña de Psicología, 26, 10-24. Recuperado de: http://www.repsasppr.net/index.php/reps/article/viewFile/277/257
Ruiz, C. R. (2015). Hacia una comprobación experimental de la zona de desarrollo próximo de Vygotsky. Ciencia Ergo-sum, 22, 167-171. Recuperado de: http://www.redalyc.org/service/redalyc/downloadPdf/104/10439327009/
Ruiz, C., & Lupercio, A. (2010). Zona de desarrollo próximo. Sustrato del aprendizaje significativo. Ciencia y Desarrollo, 36, 64-69. Recuperado de: http://www.cyd.conacyt.gob.mx/242/Articulos/AprendizajeSignificativo/AprendizajeSignificativo1.html
Sarduy, A. F. L. (2016). Zona de Desarrollo Próximo como eje del desarrollo de los estudiantes: de la ayuda a la colaboración. Summa Psicológica UST, 13, 45-56. https://doi.org/10.18774/summa-vol13.num1-293
Shavan, R., & Patankar, P. (2015). Conceptual Change Strategies to Minimize the Science Misconceptions. En Best practices in teaching learning process. Symposium held at the National Conference on Teacher Education: Changing Scenario. Sangali Shikshan Sanstha’s & SPS College of Education, Sangali, Maharastra, India.
Smagorinsky, P. (2013). The development of social and practical concepts in learning to teach: A synthesis and extension of Vygotsky’s conception. Learning, Culture and Social Interaction, 2, 238-248. https://doi.org/10.1016/j.lcsi.2013.07.003
Soriano, R. R. (1995). Investigación-acción en el aula: enseñanza-aprendizaje de la metodología. México, D. F.: Plaza y Valdés.
Terán de Serrentino, M., & Pachano-Rivera, L. (2005). La investigación-acción en el aula: tendencias y propuestas para la enseñanza de la matemática en sexto grado. Educere, 9, 171-179. Recuperado de: http://www.redalyc.org/pdf/356/35602905.pdf
Tharp, R. G., & Gallimore, R. (1989). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge, EUA: Cambridge University Press.
Vygotsky, L. (1964). Pensamiento y lenguaje. Buenos Aires: Lautaro.
Wells, G. (1994). Learning and teaching scientific concepts: Vygotsky’s ideas revisited. En conferencia Vygotsky and the human sciences. Moscú, Rusia.
White, M. (18 de abril de 2012). Hot teaching trend and Common Core: Discovery learning vs. direct instruction. Deseret News-Education. Recuperado de: http://www.deseretnews.com/article/765569782/Discovery-learning-a-major-national-trend-in-education.html?pg=all
Yore, L. D., Shymansky, J. A., Henriques, L., Chidsey, J. L., & Lewis, J. (1997). Reading-to-learn and writing-to-learn: Science activities for the elementary school classroom. En P. Rubba, P. Kieg, & J. Rye (Eds.), 1997 Annual International Conference of the Education of Teachers in Science. Association for the Education of Teachers in Science, Cincinnati, EUA.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Javier Corredor, Johanna Sanchez-Mora, Andry Bustamante-Barreto. (2021). Situated conversations during video game play and the understanding of viral replication. E-Learning and Digital Media, 18(4), p.325. https://doi.org/10.1177/2042753020980129.
2. Andry Bustamante-Barreto, Javier Corredor, Juan David Hernandez-Posada. (2024). The association between owning a videogame console and the gender gap in STEM: an instrumental variable approach. Journal of Computers in Education, 11(1), p.51. https://doi.org/10.1007/s40692-022-00247-7.
3. Johanna Sánchez-Mora, Ricardo M. Tamayo, Javier Corredor-Aristizábal. (2022). Affordances of Audience Response Systems: Effects of Instant and Regular Feedback. Technology, Knowledge and Learning, 27(4), p.1063. https://doi.org/10.1007/s10758-021-09528-z.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2019 Revista Colombiana de PsicologíaThe RCP is published under the Creative Commons license and can be copied and reproduced according to the conditions of this license (http://creativecommons.org/licenses/by-nc-nd/2.5). RCP articles are available online at https://revistas.unal.edu.co/index.php/psicologia/issue/archive. If you would like to subscribe to the RCP as reader, please go to https://revistas.unal.edu.co/index.php/psicologia/information/readers and follow the instructions mentioned in the webpage. Additionally, a limited number of print journals are available upon request. To request print copies, please email revpsico_fchbog@unal.edu.co.
