Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria
While students do learn some reading and study skills in high school, these skills are applicable only to nontechnical material, it seems that only a few students learn about the role of concepts and their relationships. As a result, it is common for students to memorize definitions or procedural r...
Guardado en:
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
1995
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/16242 |
| Aporte de: |
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I10-R316-article-16242 |
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ojs |
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Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| author |
Chroback, Ricardo |
| spellingShingle |
Chroback, Ricardo Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria |
| author_facet |
Chroback, Ricardo |
| author_sort |
Chroback, Ricardo |
| title |
Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria |
| title_short |
Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria |
| title_full |
Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria |
| title_fullStr |
Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria |
| title_full_unstemmed |
Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria |
| title_sort |
uso de estrategias facilitadoras del aprendizaje significativo en los cursos de física introductoria |
| description |
While students do learn some reading and study skills in high school, these skills are applicable only to nontechnical material, it seems that only a few students learn about the role of concepts and their relationships. As a result, it is common for students to memorize definitions or procedural rules without relating the meanings of the words in the definition or rules to ideas they already understand. In fact, students often come to believe that rote memorization of course information is the only way to learn.Moreover, they have many difficulties in developing problem solving skills. As instructors, we may want to reduce rote learning, but often find ourselves helpless to achieve more meaningful learning in the classroom. Two major reasons for this dilemma are: (1) Students are not aware that there is an alternative to rote learning. (2) Concepts that are to be learned are presented in such a way as to encourage rote memorization.The intention of using meaningful learning tools (concept maps ans Vee diagrams) is to provide the student with an alternative to rote memorization by showing students that it is more efficient to learn in a meaningful way. Further, when used by educators, these tools can also provide them information about how instruction can be organized to facilitate meaningful learning and discourage rote memorization. It is the intention of this paper, to present two powerful meaningful learning tools: Concept maps and Vee diagrams. These tools had been introduced by Novak and Gowin more than a decade ago and have become important tools for both students and teachers.It can be said that concept mapping is a way to help students and educators to see the meaning of learning materials, and knowledge Vee diagramming is a way to help students and educators to penetrate the structure and meaning of the knowledge they seek to understand.the Vee diagram also helps teachers and students see more clearly the constructed nature of knowledge. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
1995 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/16242 |
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AT chrobackricardo usodeestrategiasfacilitadorasdelaprendizajesignificativoenloscursosdefisicaintroductoria |
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2024-09-03T20:38:41Z |
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2025-12-27T05:17:28Z |
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I10-R316-article-162422025-12-15T02:53:34Z Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria Uso de estrategias facilitadoras del aprendizaje significativo en los cursos de Física introductoria Chroback, Ricardo While students do learn some reading and study skills in high school, these skills are applicable only to nontechnical material, it seems that only a few students learn about the role of concepts and their relationships. As a result, it is common for students to memorize definitions or procedural rules without relating the meanings of the words in the definition or rules to ideas they already understand. In fact, students often come to believe that rote memorization of course information is the only way to learn.Moreover, they have many difficulties in developing problem solving skills. As instructors, we may want to reduce rote learning, but often find ourselves helpless to achieve more meaningful learning in the classroom. Two major reasons for this dilemma are: (1) Students are not aware that there is an alternative to rote learning. (2) Concepts that are to be learned are presented in such a way as to encourage rote memorization.The intention of using meaningful learning tools (concept maps ans Vee diagrams) is to provide the student with an alternative to rote memorization by showing students that it is more efficient to learn in a meaningful way. Further, when used by educators, these tools can also provide them information about how instruction can be organized to facilitate meaningful learning and discourage rote memorization. It is the intention of this paper, to present two powerful meaningful learning tools: Concept maps and Vee diagrams. These tools had been introduced by Novak and Gowin more than a decade ago and have become important tools for both students and teachers.It can be said that concept mapping is a way to help students and educators to see the meaning of learning materials, and knowledge Vee diagramming is a way to help students and educators to penetrate the structure and meaning of the knowledge they seek to understand.the Vee diagram also helps teachers and students see more clearly the constructed nature of knowledge. Frecuentemente los estudiantes memorizan definiciones o reglas sin relacionar las palabras nuevas que se encuentran en ellas con ideas ya aprendidas. Es más, muchos creen que la repetición exacta de la información presentada en los cursos es la única manera de aprender. Los profesores desearíamos reducir el aprendizaje memorístico, pero nos sentimos impotentes al pretender alcanzar un aprendizaje significativo en nuestras aulas. Al observar lo que sucede en numerosos cursos de Física Introductoria podemos comprobar que el aprendizaje memorístico prevalece en detrimento del aprendizaje significativo. Pareciera que los estudiantes no han tomado conciencia del rol que los conceptos y sus relaciones tienen dentro del proceso de aprendizaje. El propósito del presente artículo es proponer una alternativa al aprendizaje memorístico. Propiciando el uso de mapas conceptuales y de la Ve heurística, se intenta demostrar a los estudiantes que el aprendizaje significativo es más eficiente. Además, el uso de estas estrategias proporciona al profesor información acerca de cómo las clases deben ser organizadas a fin de facilitar el aprendizaje significativo y desalentar la memorización.Finalmente, podemos agregar que el uso de estas herramientas ayuda a los estudiantes y a los profesores a interpretar la estructura y el significado del conocimiento que se pretende alcanzar. Asociación de Profesores de Física de la Argentina 1995-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/16242 10.55767/2451.6007.v8.n1.16242 Revista de Enseñanza de la Física; Vol. 8 Núm. 1 (1995); 7-22 Revista de Enseñanza de la Física; v. 8 n. 1 (1995); 7-22 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/16242/16077 Derechos de autor 2016 Ricardo Chroback http://creativecommons.org/licenses/by-nc-nd/4.0 |