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AGENTE DE SOFTWARE Q Y EL APRENDIZAJE DE MODELOS CONCEPTUALES

dc.contributor.authorMaldonado Granados, Luis Facundospa
dc.contributor.authorOrtega del Castillo, Nereyspa
dc.contributor.authorIbáñez Ibáñez, Jaimespa
dc.contributor.authorSanabria Rodríguez, Luis Bayardospa
dc.contributor.authorQuintero Suárez, Victor Juliospa
dc.date.accessioned2021-08-02T16:53:39Z
dc.date.available2021-08-02T16:53:39Z
dc.date.issued2003-07-01
dc.identifierhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/5922
dc.identifier10.17227/ted.num14-5922
dc.identifier.issn2323-0126
dc.identifier.issn2665-3184
dc.identifier.urihttp://hdl.handle.net/20.500.12209/15731
dc.descriptionWe submit results of a research project focused on the relationship between a cardarrangement exercise and the learning of conceptual models, built based on hierarchicalontologies. This approach is more frequent in measurement of attitudes - hot cognition, as it isexpressed by Brown (1987) - or in opinion or subjectivity studies (Brown, 1980), and it isknown as Q Methodology. A software agent - Q Agent - was programmed to be used either ina hypertext environment or as a companion to study press document and it’s effects onlearning are explored. Two main comparisons are conducted: between use and non use of QAgent, and between Q Agent with hypertext and Q Agent with pressed documents. Thepredictive value of student scores with the Q Agent in relation with student scores on acognitive competence test is assessed as well. Three trials were carried on with a ninth gradestudent sample. Data are analyzed by means of ANOVA and multiple regression models.Significant effects of using the Q Agent were found, and scores on the Q Agent Game aresignificant predictors of scores on the cognitive competence test. Learning performance usingQ Agent in hypertext environments drift lightly to be superior in relation to Q Agent withpressed documents. Results are discussed in the framework of information controlledautonomous learning systems, and the meaningful learning.es-ES
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherEditorial Universidad Pedagógica Nacionalspa
dc.relationhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/5922/4904
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0
dc.sourceTecné, Episteme y Didaxis: TED; Núm. 14 (2003)spa
dc.sourceTecné, Episteme y Didaxis: TED; No. 14 (2003)spa
dc.sourceTecné, Episteme y Didaxis: TED; n. 14 (2003)spa
dc.subjectAmbientes de aprendizajespa
dc.subjectAgentes de softwarespa
dc.subjectOntologíasspa
dc.subjectMetodología Qspa
dc.subjectAprendizaje de conceptosspa
dc.subjectAprendizaje de modelos conceptualesspa
dc.subjectAprendizaje autónomospa
dc.subjectSoftware educativospa
dc.titleAGENTE DE SOFTWARE Q Y EL APRENDIZAJE DE MODELOS CONCEPTUALESspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.type.localArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501eng
dc.type.driverinfo:eu-repo/semantics/articleeng
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.rights.creativecommonsAttribution-NonCommercial 4.0 International


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  • TED: Tecné, Episteme y Didaxis [1388]
    Pone a discusión artículos originales de la comunidad de educadores e investigadores nacionales e internacionales en Educación en Ciencias Experimentales, Matemáticas y Tecnología, presentando los diversos avances en estos campos de conocimiento.

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