DESCUBIERTO LOS ORÍGENES DE LAS IMÁGENES MENTALES SOBRE EL CONCEPTO DE LUZ: LA DIFERENCIA ENTRE EL PERFIL DE LOS NIVELES DE MEDIACIÓN DE PRINCIPIANTE Y EXPERTO
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n1p92Palabras clave:
Physics Spectroscopy, Physics Teaching, Cognitive Networks Mediation Theory, Mediation Level ProfileResumen
Este estudio investiga las imágenes mentales formadas por dos estudiantes de física después de su interacción con una aplicación móvil que analiza espectros de luz de emisión y absorción. La herramienta, una instancia de procesamiento cognitivo extracerebral, sirvió para iluminar los mecanismos cognitivos internos que los estudiantes emplearon para comprender nuevos conocimientos. Guiado por la Teoría de Mediación de Redes Cognitivas (CNMT), que subraya la importancia de las herramientas externas para facilitar la cognición, y basándose en el Perfil Epistemológico de Bachelard y el Perfil Conceptual de Mortimer, se propone un Perfil de 'Nivel de Mediación' novedoso. Este perfil representa el tipo preferido de mediación que empleó cada estudiante para dilucidar sus observaciones y comprensiones. La investigación utilizó el Protocolo de Reporte en Voz Alta para analizar las comunicaciones verbales y gestuales de los estudiantes, revelando un patrón complejo de varias imágenes mentales desarrolladas a través de la interacción con objetos externos a través de diferentes niveles de mediación. Cabe destacar que los niveles de mediación psicofísica e hipercultural se destacaron entre los estudiantes. Se discuten las implicaciones de estos hallazgos para la educación física y las direcciones de investigación futuras, subrayando la utilidad de las aplicaciones móviles como una herramienta complementaria en entornos de laboratorio y la complejidad de las imágenes mentales en la comprensión de los fenómenos físicos.Citas
Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84-92. https://doi.org/10.24018/ejedu.2023.4.1.551
Aykutlu, I., Ensari, Ö., & Bayrak, C. (2022). Prospective teachers’ conceptual understanding of the polarization of light. European Journal of Physics, 44(1), 015701. https://doi.org/10.1088/1361-6404/ac93cc
Bachelard, G. (1985). El compromiso racionalista. Tucumán, Argentina: Siglo XXI.
Bachelard, G. (1966). La philosophie du non. Paris, France: Presses universitaires de France.
Bachelard, G., & Pessanha, J. A. M. (1979). “A filosofia do não: O novo espírito científico: A poética do espaço”. São Paulo, SP: Abril Cultural.
Clement, J. (2019). Imagistic simulation and physical intuition in expert problem solving. In Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society: Atlanta, Georgia, 1994 (p. 201). Routledge. Retrieved from https://people.umass.edu/~clement/pdf/imagistic_simulation.pdf
Clement, J. J. (2020). Reasoning Patterns in Galileo’s Analysis of Machines and in Expert Protocols: Roles for Analogy, Imagery, and Mental Simulation. Topoi, 39, 973-985. https://doi.org/10.1007/s11245-018-9545-5
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5(2), 121-152. https://doi.org/10.1207/s15516709cog0502_2
Coelho, G. R., & Borges, O. (2010). The understanding of the students about the nature of light in recursive curriculum. Caderno Brasileiro de Ensino de Física, 27(1), 63-87. https://doi.org/10.5007/2175-7941.2010v27n1p63
Colin, P., & Viennot, L. (2001). Using two models in optics: Students' difficulties and suggestions for teaching. American Journal of Physics, 69, S36-S44. https://doi.org/10.1119/1.1371256
Doğru, M. S., & Kurnaz, M. A. (2023). Students’ contextualizing knowledge on the mirage incident, reflection and refraction: a case study. Physics Education, 58(6), 065004. https://doi.org/10.1088/1361-6552/ace874
Freitas, S. A. (2019). Use of different external mediating mechanisms of the Bohr atom model: Evidence of Meaningful Learning through verbal-gestural analysis in elementary school students. Acta Scientiae, 21(4), 133-148. https://doi.org/10.17648/acta.scientiae.v21iss4id5253
Grasse, E. K., Torcasio, M. H., & Smith, A. W. (2016). Teaching UV–Vis spectroscopy with a 3D-printable smartphone spectrophotometer. Journal of Chemical Education, 93(1), 146-151. https://doi.org/10.1021/acs.jchemed.5b00654
Ivanjek, L., Shaffer, P. S., McDermott, L. C., Planinic, M., & Veza, D. (2015). Research as a guide for curriculum development: An example from introductory spectroscopy. I. Identifying student difficulties with atomic emission spectra. American Journal of Physics, 83(1), 85-90. https://doi.org/10.1119/1.4901977
Kesonen, M. H. P., Asikainen, M. A., & Hirvonen, P. E. (2017). Light Source Matters–Students’ Explanations about the Behavior of Light When Different Light Sources are used in Task Assignments of Optics. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2777-2803. https://doi.org/10.12973/eurasia.2017.01253a
Malisorn, K., Wicharn, S., Plaipichit, S., Pipatpanukul, C., Houngkamhang, N., & Puttharugsa, C. (2019). Demonstration of light absorption and light scattering using smartphones. Physics Education, 55(1), 015012. https://doi.org/10.1088/1361-6552/ab51ea
Maurines, L. (2009). Geometrical Reasoning in Wave Situations: The case of light diffraction and coherent illumination optical imaging. International Journal of Science Education, 32, 1-32. https://doi.org/10.1080/09500690903271389
Meggiolaro, G. P. (2019). An investigation between external mediation mechanisms and electrostatic problem situations, in a general physics discipline at the university level. (Uma investigação entre os mecanismos externos de mediação e situações-problema de eletrostática, em uma disciplina de física geral em nível universitário). (Tese de doutorado), Universidade Luterana do Brasil – Programa de Pós- Graduação em Ensino de Ciências e Matemática, Canoas, Rio Grande do Sul, Brasil. Retrieved from http://www.ppgecim.ulbra.br/teses/index.php/ppgecim/article/view/341/336
Métioui, A. (2023). Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun. Education Sciences, 13(5), 462. https://doi.org/10.3390/educsci13050462
Monaghan, J. M., & Clement, J. (1999). Use of a computer simulation to develop mental simulations for understanding relative motion concepts. International Journal of Science Education, 21(9), 921-944. https://doi.org/10.1080/095006999290237
Mortimer, E. F. (1995). Conceptual change or conceptual profile change? Science & Education, 4(3), 267-285. https://doi.org/10.1007/BF00486624
Mortimer, E. F. (2000). Linguagem e formação de conceitos no ensino de ciências. Belo Horizonte, MG: UFMG.
Nersessian, N. J. (1995). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education, 4, 203-226. https://doi.org/10.1007/BF00486621
Özcan, Ö. (2015). Investigating students’ mental models about the nature of light in different contexts. European Journal of Physics, 36(6), 065042. https://doi.org/10.1088/0143-0807/36/6/065042
Puspitaningtyas, E., Putri, E. F. N., Umrotul, U., & Sutopo, S. (2021). Analysis of high school student’s concept mastery in light wave using structured inquiry learning assisted by a virtual laboratory. Revista Mexicana de Física, 18(1 Jan-Jun), 10-22. https://doi.org/10.31349/RevMexFisE.18.10
Sengören, S. K. (2010). How do Turkish high school graduates use the wave theory of light explain optics phenomena? Physics Education, 45, 253-263. https://doi.org/10.1088/0031-9120/45/3/005
Silva, L. P. C., Da Via, C., Freitas, A. M., & Santiago, A. J. (2014). Use of the power Led in Optics laboratories. Caderno Brasileiro de Ensino de Física, 31(1), 60-77. https://doi.org/10.5007/2175-7941.2014v31n1p60
Souza, B. C. (2004). The Cognitive Mediation Theory: The cognitive impacts of the Hyperculture and of the Digital Mediation. Tese de doutorado, Curso de Psicologia, Universidade Federal de Pernambuco, Recife, Brasil. Retrieved from https://www.researchgate.net/profile/Bruno-Campello-De-Souza/publication/267232585_A_Teoria_da_Mediacao_Cognitiva_Os_impactos_cognitivos_da_Hipercultura_e_da_Mediacao_Digital/links/545feb750cf295b56161caf6/A-Teoria-da-Mediacao-Cognitiva-Os-impactos-cognitivos-da-Hipercultura-e-da-Mediacao-Digital.pdf
Souza, B. C., Da Silva, A. S., Da Silva, A. M., Roazzi, A., & Carrilho, S. L. (2012). Putting the Cognitive Mediation Networks Theory to the test: Evaluation of a framework for understanding the digital age. Computers in Human Behavior, 28(6), 2320-2330. https://doi.org/10.1016/j.chb.2012.07.002
Stephen, A. L., & Clement, J. J. (2010). Documenting the use of expert scientific reasoning processes by high school physics students. Physical Review Special Topics-Physics Education Research, 6(2), 020122. https://doi.org/10.1103/PhysRevSTPER.6.020122
Stephen, A. L., & Clement, J. J. (2012). The role of thought experiments in science and science learning. In Second international handbook of science education (pp. 157-175). Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_13
Tao, P.-K., & Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36( 7), 859-882. https://doi.org/10.1002/(SICI)1098-2736(199909)36:7<859::AID-TEA7>3.0.CO;2-J
Trevisan, R., & Serrano, A. (2016). Uma construção do Perfil Epistemológico de licenciandos em Física acerca da dualidade onda-partícula em Mecânica Quântica, após o uso de bancadas virtuais: um estudo a partir do discurso gestual e verbal. RENOTE, 14(1). https://doi.org/10.22456/1679-1916.67375
Trevisan, R. (2018). Investigating the Drivers and Mental Representations of the Private Interpretations of Students of Quantum Mechanics. Acta Scientiae, 20(4). https://doi.org/10.17648/acta.scientiae.v20iss4id4670
Trevisan, R., Serrano, A., Wolff, J., & Ramos, A. (2019). Peeking into students’ mental imagery: The Report Aloud technique in Science Education research. Ciência & Educação (Bauru), 25(3), 647-664. https://doi.org/10.1590/1516-731320190030004
Tumanggor, A. M. R., Jumadi, J., Wilujeng, I., & Ringo, E. S. (2019). The profile of students’ physics problem solving ability in optical instruments. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 5(1), 29-40. https://doi.org/10.21009/1.05104
Tweney, R. D. (1985). Faraday's discovery of induction: A cognitive approach. In D. Goodling & F. James (Eds.), Faraday rediscovered: Essays on the life and work of Michael Faraday, 1791-1867 (pp. 189-209). New York, United Sates of America: Stockton Press. https://doi.org/10.1007/978-1-349-11139-8_11
Tweney, R. D. (2010). Representing the Electromagnetic Field: How Maxwell’s Mathematics Empowered Faraday’s Field Theory. Science & Education, 20(7-8), 687-700. https://doi.org/10.1007/s11191-010-9256-9.
Uzun, S., Alev, N., & Karal, I. S. (2013). A cross-age study of an understanding of light and sight concepts in physics. Science Education International, 24(2), 129-149. Retrieved from https://files.eric.ed.gov/fulltext/EJ1015829.pdf
Vanderveen, J. R.; Martin, B.; Ooms, K. J. (2013). Developing Tools for Undergraduate Spectroscopy: An Inexpensive Visible Light Spectrometer. Journal of Chemical Education, 90(7), 894-899. https://doi.org/10.1021/ed300396x
Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think aloud method: a practical approach to modelling cognitive. London, England: Academic Press. Retrieved from https://pure.uva.nl/ws/files/716505/149552_Think_aloud_method.pdf
Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. A cognitive perspective(pp. 39-59). Hillsdale, United States of America. Retrieved from https://www.gerard-vergnaud.org/texts/gvergnaud_1982_cognitive-tasks-operation_addition-subtraction.pdf
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Juliana Rodrigues Anjos, Agostinho Serrano de Andrade Neto
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
La IENCI es una revista de acceso libre (Open Access) y no hay cobro de ninguna tasa ya sea por el envío o procesamiento de los artículos. La revista adopta la definición de la Budapest Open Access Initiative (BOAI), es decir, los usuarios tienen el derecho de leer, descargar, copiar, distribuir, imprimir, buscar y hacer links directos a los textos completos de los artículos publicados en esta revista.
El autor responsable por el envío representa a todos los autores del trabajo y, al enviar este artículo para su publicación en la revista está garantizando que posee el permiso de todos para hacerlo. De igual manera, garantiza que el artículo no viola los derechos de autor y que no hay plagio en lugar alguno del trabajo. La revista no se responsabiliza de las opiniones emitidas en los artículos.
Todos los artículos de publican con la licencia Reconocimiento-NoComercial 4.0 Internacional (CC BY-NC 4.0). Los autores mantienen sus derechos de autor sobre sus producciones y deben ser contactados directamente en el caso de que hubiera interés en el uso comercial de su obra.