Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students

This article presents research results on the use of multiple representations in the learning processes of Natural Science concepts in elementary school. The fundamentals of the proposal are described and the conceptual constructions are analyzed in terms of their explanations and representations, t...

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Autores principales: López-Salgado, Luisa Fernanda, Álvarez Tamayo, Omar David
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2021
Materias:
Multiple representations
learning
science teaching
didactic units
Representaciones múltiples
aprendizaje
enseñanza de las ciencias
unidades didácticas
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/30588
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-30588
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spelling I10-R313-article-305882021-12-29T12:41:08Z Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students Interacción de las representaciones múltiples en el aprendizaje del concepto “energía” en estudiantes de básica primaria López-Salgado, Luisa Fernanda Álvarez Tamayo, Omar David Multiple representations learning science teaching didactic units Representaciones múltiples aprendizaje enseñanza de las ciencias unidades didácticas This article presents research results on the use of multiple representations in the learning processes of Natural Science concepts in elementary school. The fundamentals of the proposal are described and the conceptual constructions are analyzed in terms of their explanations and representations, through the implementation of a didactic unit that enables elementary school students to construct, relate and understand multiple representations in science concepts, in our case the notion of "energy". The methodology of the study is qualitative and descriptive, and the results show interactions, use of multiple representations, affinities and emerging discrepancies as a teaching strategy in the classroom. El presente artículo expone resultados de investigación sobre el empleo de las representaciones múltiples en los procesos de aprendizaje de conceptos de Ciencias Naturales en la Escuela Básica Primaria. Se describen los fundamentos de la propuesta y se analizan las construcciones conceptuales en función de sus explicaciones y representaciones, a través de la implementación de una unidad didáctica. La misma posibilita a estudiantes de Educación Básica Primaria la construcción, relación y comprensión de representaciones múltiples en conceptos de ciencia, en nuestro caso en el concepto “energía”. La metodología del estudio es de carácter cualitativo descriptivo y los resultados evidencian interacciones, uso de las representaciones múltiples, afinidades y discrepancias emergentes como estrategia didáctica en el aula. ark:/s23449225/v20q63tiq Asociación de Docentes de Ciencias Biológicas de la Argentina 2021-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evluado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/30588 10.59524/2344-9225.v24.n2.30588 Journal of Biology Education; Vol. 24 No. 2 (2021): Revista de Educación en Biología; 36-51 Revista de Educación en Biología; Vol. 24 Núm. 2 (2021): Revista de Educación en Biología; 36-51 2344-9225 0329-5192 10.59524/2344.9225.v24.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/30588/35102 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/30588/35103 Derechos de autor 2021 Luisa Fernanda López-Salgado, Omar David Álvarez Tamayo https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
topic Multiple representations
learning
science teaching
didactic units
Representaciones múltiples
aprendizaje
enseñanza de las ciencias
unidades didácticas
spellingShingle Multiple representations
learning
science teaching
didactic units
Representaciones múltiples
aprendizaje
enseñanza de las ciencias
unidades didácticas
López-Salgado, Luisa Fernanda
Álvarez Tamayo, Omar David
Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students
topic_facet Multiple representations
learning
science teaching
didactic units
Representaciones múltiples
aprendizaje
enseñanza de las ciencias
unidades didácticas
author López-Salgado, Luisa Fernanda
Álvarez Tamayo, Omar David
author_facet López-Salgado, Luisa Fernanda
Álvarez Tamayo, Omar David
author_sort López-Salgado, Luisa Fernanda
title Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students
title_short Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students
title_full Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students
title_fullStr Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students
title_full_unstemmed Interaction of Multiple Representations in Learning the Concept "Energy" in Elementary School Students
title_sort interaction of multiple representations in learning the concept "energy" in elementary school students
description This article presents research results on the use of multiple representations in the learning processes of Natural Science concepts in elementary school. The fundamentals of the proposal are described and the conceptual constructions are analyzed in terms of their explanations and representations, through the implementation of a didactic unit that enables elementary school students to construct, relate and understand multiple representations in science concepts, in our case the notion of "energy". The methodology of the study is qualitative and descriptive, and the results show interactions, use of multiple representations, affinities and emerging discrepancies as a teaching strategy in the classroom.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/30588
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AT alvareztamayoomardavid interacciondelasrepresentacionesmultiplesenelaprendizajedelconceptoenergiaenestudiantesdebasicaprimaria
first_indexed 2024-09-03T20:31:44Z
last_indexed 2024-09-03T20:31:44Z
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