Transferencia inter-dominios en resolución de problemas: una propuesta instruccional basada en el proceso de «traducción algebraica»

Referencias

ANDERSON, J. (1995). Learning and Memory: An Integrated Approach. Nueva York: Wiley. BARNETT, S.M. y CECI, S.J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psycho-/ogica/ Bu//etin, 128(4), pp. 612-637. BASSOK, M. y HOLYOAK, K.J. (1989). Interdomain transfer between isomorphic topics in algebra and physics. Journa/ of Experimenta/ Psycho/ogy: Learning, Memory and Cog-nition, 15, pp. 153-166. BUTELER, L., GANGOSO, Z., BRINCONES, I. y GONZÁ-LEZ, M. (2001). La resolución de problemas en física y su representación: un estudio en la escuela media. Enseñanza de /as Ciencias, 19(2), pp. 285-295. CARPENTER, T.P., HIEBERT, J. y MOSER, J.M. (1981). Pro¬blem structure and ~rst grade children’s initial solution pro¬cesses for simple addition and subtraction problems. Journa/ for Research in Mathematics Education, 12(1), pp. 27-39. CERDÁN, F. (2008). Estudios sobre la familia de problemas aritmético-algebraicos. Tesis doctoral. Departament de Di-dàctica de la Matemàtica. Universitat de València, España. CHI, M.T.H., FELTOVICH, P.J. y GLASER, R. (1981). Cate-gorization and representation of physics problems by novi¬ces and experts. Cognitive Science, 5, pp. 121-152. CHRISTOU, C. y PHILIPPOU, G. (1998). The developmental nature of ability to solve onestep word problems. Journa/ for Research in Mathematics Education, 29(4), pp. 436-443. COLEONI, E.A., OTERO, J.C., GANGOSO, Z. y HAMITY, V. (2001). La construcción de la representación en la resolución de un problema de física. Investigaçoes em Ensino de Ciéncias, 6(3), en . FERGUSON-HESSLER, M.G. y DE JONG, T. (1990). Stu-dying Physics Texts: Differences in study processes bet¬ween good and poor performers. Cognition and Instruction, 7, pp. 41-54. FILLOY, E., ROJANO, T. y PUIG, L. (2008). Educational Al-gebra. A Theoretical and Empirical Approach. Nueva York: Springer Verlag. Mathematics Education Library, 43. FILLOY, E., ROJANO, T. y SOLARES, A. (2008). Cognitive ten¬dences and generating meaning in the acquisition of algebraic substitution and comparison methods. Proceedings of the Joint Meeting of the PME 32 and PME-NA XXX, 3, pp. 9-16. GENTNER, D. (1983). Structure-mapping. A theoretical fra- mework for analogy. Cognitive Science, 7, pp. 155-170. GICK, M.L. y HOLYOAK, K.J. (1983). Schema induction and analogical transfer. Cognitive Psycho/ogy, 15, pp. 1-38 GIL, D. y MARTÍNEZ-TORREGROSA, J. (1983). A model for problem-solving in accordance with scienti~ c methodology. European Journa/ of Science Education, 5(4), pp. 447-455. GOLDSTONE, R.L. y SAKAMOTO, Y. (2003). The transfer of abstract principles governing complex adaptative sys¬tems. Cognitive Psycho/ogy, 46, pp. 414-466. GRECA, I.M. y MOREIRA, M.A. (1996). Un estudio piloto sobre representaciones mentales, imágenes, proposiciones y modelos mentales respecto al concepto de campo electromag-nético en alumnos de física general, estudiantes de posgrado y físicos profesionales. Investigaçoes em Ensino de Ciéncias, 1(1), en . HEGARTY, M., MAYER, R. E. y MONK, C. A. (1995). Com¬prehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journa/ of Educationa/ Psycho/ogy, 87(1), pp. 18-32. HOLYOAK, K.J. (1984). Analogical thinking and human inte-lligence, en Sternberg, R.J. (ed.). Advances in the psycho¬/ogy of human inte//igence, 2, pp. 199-230. Hilsdale, NJ: Erlbaum. HOLYOAK, K.J. y KOH, K. (1987). Surface and structural si-milarity in analogical transfer. Memory & Cognition, 15(4), pp. 332-340. JONASSEN, D.H. (2003). Using cognitive tools to represent problems. Journa/ of Research on Techno/ogy in Education, 35(3), pp. 362-381. KINTSCH, W. y GREENO, J.G. (1985). Understanding and solving word arithmetic problems. Psycho/ogica/ Review, 92(1), pp. 109-129. KINTSCH, W. y VAN DIJK, T. A. (1978). Toward a model of discourse comprehension and production. Psycho/ogica/ Review, 85, pp. 363-394. KOEDINGER, K.R. y NATHAN, M.J. (2004). The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning. Journa/ of the Learning Sciences, 13(2), pp. 129-164. LARKIN, J. y REIF, F. (1979). Understanding and teaching problem solving in physics. European Journa/ of Science Education, 1(2), pp. 191-203. LEWIS, M.W. y ANDERSON, J.R. (1985). Discrimination of operator schemata in problem solving: Learning from examples. Cognitive Psycho/ogy, 17, pp. 26-65. LOEWENSTEIN, J., THOMPSON, L. y GENTNER, D. (1999). Analogical encoding facilitates knowledge transfer in nego¬tiation. Psychonomic Bu//etin & Review, 6, pp. 586-597. MAYER, R.E. (1992). Thinking, prob/em so/ving and cogni-tion. Nueva York: Freeman. NAKHLEH, M.B. (1993). Are our students conceptual thinkers or algorithmic problem solvers? Journa/ of Chemica/ Edu-cation, 70(1), pp. 52-55. NESHER, P. y HERSHKOVITZ, S. (1994). The role of sche-mes in two-step problem: Analysis and research ~ ndings. Educationa/ Studies in Mathematics, 26(1), pp. 1-23. NEWEL, A. y SIMON, H.A. (1972). Human prob/em so/ving. Englewood Cliffs, NJ: Prentice Hall. NOVICK, L.R. (1988). Analogical transfer, problem similarity and expertise. Journa/ of Experimenta/ Psycho/ogy: Lear-ning, Memory & Cognition, 14(3), pp. 510-520. ORRANTIA, J., GONZÁLEZ, L.B. y VICENTE, S. (2005).