Contenido principal del artículo

John Gruver
Michigan Technological University, USA
Estados Unidos
Vol. 16 Núm. 4 (2022): (Julio, 2022), Artículos, Páginas 365-382
DOI: https://doi.org/10.30827/pna.v16i4.22454
Recibido: Oct 27, 2021 Aceptado: Jun 3, 2022 Publicado: Jul 8, 2022

Resumen

A través de la lente de la perspectiva emergente (Cobb y Yackel, 1996), este estudio examinó la naturaleza y el grado de variación en las formas de razonar de los individuos a partir de formas de razonar que fueron aceptadas los integrantes del aula. Se entrevistó a siete estudiantes universitarios después de haber participado en debates en el aula. A diferencia de otros estudios que han examinado esta relación, las formas de razonamiento de los individuos fueron cualitativamente diferentes a las formas de razonamiento aceptadas. Esto sugiere que incluso si los estudiantes participan activamente en el discurso de la clase donde se consideran, debaten y refinan las ideas de los estudiantes, es posible que no desarrollen los objetivos conceptuales principales de la unidad. Como tal, defiendo que la relación entre la naturaleza de las interacciones sociales en las que participan los estudiantes y su razonamiento posterior necesita más estudio, si los educadores van a apoyar con éxito el aprendizaje de los estudiantes

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