Cognitive Sciences in the Teaching-Learning Context of the Content Analysis

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The role that cognitive sciences are performing within the knowledge world is analyzed in a general way, and, the content document analysis (CDA) is particularly analyzed. It begins with a reflection about the implications that either the informative message transmitter or recipient has to understan...

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Autor principal: Extremeño, Ana
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Filosofía y Letras, Universidad de Buenos Aires 2004
Materias:
Cognitive sciences
Content document analysis
Teaching
Learning
Conceptual maps
Ciencias cognitivas
Análisis documental de contenido
Enseñanza
Aprendizaje
Mapas conceptuales
Acceso en línea:http://revistascientificas.filo.uba.ar/index.php/ICS/article/view/971
Aporte de:
Información, cultura y sociedad de Universidad de Buenos Aires
id I28-R256-article-971
record_format ojs
spelling I28-R256-article-9712023-06-27T21:07:26Z Cognitive Sciences in the Teaching-Learning Context of the Content Analysis Las ciencias cognitivas en el contexto enseñanza-aprendizaje del análisis de contenido Extremeño, Ana Cognitive sciences Content document analysis Teaching Learning Conceptual maps Ciencias cognitivas Análisis documental de contenido Enseñanza Aprendizaje Mapas conceptuales The role that cognitive sciences are performing within the knowledge world is analyzed in a general way, and, the content document analysis (CDA) is particularly analyzed. It begins with a reflection about the implications that either the informative message transmitter or recipient has to understand the real essence of the message. Those aspects should have to be taken into account by the teacher in order to transmit the students a rigorous and efficient methodology for the development of the CDA. In that sense, a concrete methodology, the conceptual maps whose technique raises the representation of concepts or knowledgement of a specific area are analyzed, as well as the relations among them. Se analiza el papel que las ciencias cognitivas vienen desempeñando en el universo del conocimiento, en general, y en el análisis documental de contenido (ADC), en particular. Se parte de una reflexión acerca de las implicaciones que tienen tanto el emisor como el receptor del mensaje informativo para comprender la verdadera esencia del mensaje. Estos aspectos han de ser tenidos en cuenta por el docente para transmitir a sus alumnos una metodología rigurosa y eficaz para el desarrollo del ADC. En este sentido, se analiza una metodología concreta, los mapas conceptuales, cuya técnica aborda la representación de conceptos o conocimientos de un área determinada, así como las relaciones entre ellos. Facultad de Filosofía y Letras, Universidad de Buenos Aires 2004-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://revistascientificas.filo.uba.ar/index.php/ICS/article/view/971 10.34096/ics.i7.971 Información, cultura y sociedad; Núm. 7 (2002); 117-126 Información, cultura y sociedad; No 7 (2002); 117-126 1851-1740 1514-8327 spa http://revistascientificas.filo.uba.ar/index.php/ICS/article/view/971/950
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-256
container_title_str Información, cultura y sociedad
language Español
format Artículo revista
topic Cognitive sciences
Content document analysis
Teaching
Learning
Conceptual maps
Ciencias cognitivas
Análisis documental de contenido
Enseñanza
Aprendizaje
Mapas conceptuales
spellingShingle Cognitive sciences
Content document analysis
Teaching
Learning
Conceptual maps
Ciencias cognitivas
Análisis documental de contenido
Enseñanza
Aprendizaje
Mapas conceptuales
Extremeño, Ana
Cognitive Sciences in the Teaching-Learning Context of the Content Analysis
topic_facet Cognitive sciences
Content document analysis
Teaching
Learning
Conceptual maps
Ciencias cognitivas
Análisis documental de contenido
Enseñanza
Aprendizaje
Mapas conceptuales
author Extremeño, Ana
author_facet Extremeño, Ana
author_sort Extremeño, Ana
title Cognitive Sciences in the Teaching-Learning Context of the Content Analysis
title_short Cognitive Sciences in the Teaching-Learning Context of the Content Analysis
title_full Cognitive Sciences in the Teaching-Learning Context of the Content Analysis
title_fullStr Cognitive Sciences in the Teaching-Learning Context of the Content Analysis
title_full_unstemmed Cognitive Sciences in the Teaching-Learning Context of the Content Analysis
title_sort cognitive sciences in the teaching-learning context of the content analysis
description The role that cognitive sciences are performing within the knowledge world is analyzed in a general way, and, the content document analysis (CDA) is particularly analyzed. It begins with a reflection about the implications that either the informative message transmitter or recipient has to understand the real essence of the message. Those aspects should have to be taken into account by the teacher in order to transmit the students a rigorous and efficient methodology for the development of the CDA. In that sense, a concrete methodology, the conceptual maps whose technique raises the representation of concepts or knowledgement of a specific area are analyzed, as well as the relations among them.
publisher Facultad de Filosofía y Letras, Universidad de Buenos Aires
publishDate 2004
url http://revistascientificas.filo.uba.ar/index.php/ICS/article/view/971
work_keys_str_mv AT extremenoana cognitivesciencesintheteachinglearningcontextofthecontentanalysis
AT extremenoana lascienciascognitivasenelcontextoensenanzaaprendizajedelanalisisdecontenido
first_indexed 2023-06-27T21:10:07Z
last_indexed 2023-06-27T21:10:07Z
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