Knowledge Base and Cognitive Processes in Science Problem Solving: Consequence
This article presents a joint vision with studies about knowledge bases and cognitive processes implied in problem solving, and how these affect students’ performance as they solve problems. The knowledge base discusses declarative, procedural, strategic, situational, and schematic knowledge. Within...
| Autor Principal: | Solaz Portolés, Joan Josep |
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| Otros Autores: | Sanjosé López, Vicent |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Editorial Pontificia Universidad Javeriana
2008
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| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/3361 |
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| Sumario: |
This article presents a joint vision with studies about knowledge bases and cognitive processes implied in problem solving, and how these affect students’ performance as they solve problems. The knowledge base discusses declarative, procedural, strategic, situational, and schematic knowledge. Within cognitive processes, formal reasoning, mental model construction, knowledge transference, and meta-cognition are discussed. From all this, a series of institutional measures that can be applied in the science classroom are recommended. |
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