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Analogy construction and success in mathematics and science problem-solving: a study with secondary students

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Analogy construction and success in mathematics and science problem-solving: a study with secondary students

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dc.contributor.author Gómez Ferragud, Carlos B.
dc.contributor.author Solaz Portolés, Joan Josep
dc.contributor.author Sanjosé López, Vicente
dc.date.accessioned 2015-02-19T11:26:17Z
dc.date.available 2015-02-19T11:26:17Z
dc.date.issued 2013
dc.identifier.citation Carlos B. Gómez Joan Josep Solaz-Portolés Sanjosé López, Vicente 2013 Analogy construction and success in mathematics and science problem-solving: a study with secondary students Revista de Psicodidactica 18 1 81 108
dc.identifier.uri http://hdl.handle.net/10550/42053
dc.description.abstract We conducted an empirical study to analyse the association between students" perception of surface and structural analogies among problems, and their algebraic success. Algebraic success was measured by the equations selected to solve each problem. Different surface and structural relationships between one source problem and four target problems were considered. We also considered high (daily life) and low (scientific) familiarity contexts for the problems. Similarities and differences between the source and each target problem were explicitly asked to students. Results showed a significant correlation between detecting the correct structural relation between these problems and selecting the correct equations to solve the target ones. Low familiarity (science) problems obtained lower success independently of other factors. Usual teaching procedures, based on isomorphism, could increase the probability that students consider isomorphism the only possible relationship between problems.
dc.language.iso eng
dc.relation.ispartof Revista de Psicodidactica, 2013, vol. 18, num. 1, p. 81-108
dc.subject Ciència Ensenyament
dc.title Analogy construction and success in mathematics and science problem-solving: a study with secondary students
dc.type journal article es_ES
dc.date.updated 2015-02-19T11:26:17Z
dc.identifier.doi 10.1387/RevPsicodidact.5533
dc.identifier.idgrec 094520
dc.rights.accessRights open access es_ES

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