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Desarrollo y evaluación de los procesos de razonamiento complejo en ciencias.

dc.contributor.authorCárdenas Salgado, Fidel Antoniospa
dc.date.accessioned2021-08-02T16:53:38Z
dc.date.available2021-08-02T16:53:38Z
dc.date.issued1998-01-01
dc.identifierhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/5702
dc.identifier10.17227/ted.num3-5702
dc.identifier.issn2323-0126
dc.identifier.issn2665-3184
dc.identifier.urihttp://hdl.handle.net/20.500.12209/15708
dc.description.abstractAntes de centrar directamente la atención en la evaluación de los procesos de razonamiento complejo o en especial en el tema de la evaluación en ciencias, es conveniente abrir un espacio, así sea muy corto, para reflexionar sobre aspectos muy generales, pero no por eso carentes de importancia en la educación en ciencias; tal es el caso, por ejemplo, de la concepción de ciencia y la educación en ciencias como fundamento del desarrollo humano y económico. Estas son dos dimensiones importantes que influyen directa e indirectamente en el aprendizaje y en los aspectos a evaluar a lo largo de la ejecución de un curso y en toda la vida escolar del hombre.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherEditorial Universidad Pedagógica Nacionalspa
dc.relationhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/5702/4713
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0
dc.sourceTecné, Episteme y Didaxis: TED; Núm. 3 (1998)spa
dc.sourceTecné, Episteme y Didaxis: TED; No. 3 (1998)spa
dc.sourceTecné, Episteme y Didaxis: TED; n. 3 (1998)spa
dc.titleDesarrollo y evaluación de los procesos de razonamiento complejo en ciencias.spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
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dc.type.localArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501eng
dc.type.driverinfo:eu-repo/semantics/articleeng
dc.description.abstractenglishDespite the enhanced importance given by science educators and researchers to evaluation in sciences in the past, the search for better and more reliable assessing processes is nowadays a research priority. Although the areas of science to be assessed have been generally accepted as including knowledge of concepts and facts, process skills, science thinking, problem-solving skills, abilities reeded to manipulate laboratoty equipment and the disposition of students to apply scientific knowledge, the impact of assessment on students, teachers and parents has not been overlooked. However, advances in cognitive psychology, science education and research on assessment on science are calling for new dimensions, such as complex reasoning, to be researched in the field. Complex reasoning is a competence included as a desirable outcome of Science education in many Science curricula and is characterized by the following attributes: problem-solving, decision-making and critical and creative thinking. This paperpresents a theoretical framework fon assessment in science involving the development of competencies through science education and emphasizes complex reasoning. A working model to categorize assessment tasks in complex reasoning is described and some of the main questions to be researched in the une are stated. The need for interdisciplinary work as well as close interaction with other unes of investigation has also been put forward. It is the main objective of this line of nesearch to explore and propose more systematic assessment processes in science education to trace the evolution of students understandings and achievements mainly in secondary schools.eng
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.rights.creativecommonsAttribution-NonCommercial 4.0 International


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