First advances towards the understanding of the role of the interaction with peers and teachers in the evolution of private knowledge of mechanics
Previous studies conducted by our group allowed us to develop a model for the cognitive structure of the mechanics initial private knowledge which led to the formulation of recommendations for teaching, and to the development of a teaching proposal which has been implemented and systematically impro...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39731 |
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| Sumario: | Previous studies conducted by our group allowed us to develop a model for the cognitive structure of the mechanics initial private knowledge which led to the formulation of recommendations for teaching, and to the development of a teaching proposal which has been implemented and systematically improved over the last four years. This proposal is based on the hypothesis that social interaction is required for allowing the individuals to adopt normative knowledge schemes which, from an individual perspective, wouldn’t have incentives to achieve. In this work we show the first systematic study which puts this hypothesis to test in controlled conditions, through the register of a debate during a virtual activity in a short course introducing university to freshmen. |
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