Estudio de la influencia de la alineación semántica en la resolución de problemas verbales de estequiometría
Abstract
Con este trabajo se quiere analizar el efecto de la denominada alienación semántica en la resolución de problemas verbales de estequiometría. Además, se pretende estudiar cómo la formación académica puede intervenir en este efecto. Para ello, se administraron al azar entre 160 estudiantes de educación secundaria de diversos niveles académicos (desde 9º grado hasta 12º grado) dos problemas de estequiometría con entidades discretas (moléculas). En uno de los problemas aparecían fracciones, y en el otro problema porcentajes. De las puntuaciones obtenidas en la resolución de los problemas y del ANOVA efectuado, se puede concluir que: a) los estudiantes consiguen un éxito significativamente mayor en el problema con fracciones, confirmándose el fenómeno de la alineación semántica; b) un mayor nivel académico mejora de forma significativa el rendimiento en la resolución de ambos problemas; y c) solo en los niveles académicos bajos (9º y 10 grado) hay diferencias significativas entre la puntuación del problema con fracciones y del problema con porcentajes.
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References
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Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition & Instruction, 9(4), 329–389. https://doi.org/10.1207/s1532690xci0904_2
Ramnarain, U., & Joseph, A. (2012). Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena. Chemistry Education Research and Practice, 13(4), 462-470. https://doi.org/10.1039/C2RP20071F
Solaz-Portolés, J. J., & Caballer, A. (2015). Contexto, estructura y analogías en la resolución de problemas verbales algebraicos por maestros de primaria en formación. Revista Electrónica de Investigación Educativa, 17(3), 94-108. Recuperado de http://redie.uabc.mx/vol17no3/contenido-solaz-caballer.html
Waldmann, M. R. (2007). Combining versus analyzing multiple causes: How domain assumptions and task context affect integration rules. Cognitive Science, 31(2), 233-256. https://doi.org/10.1080/15326900701221231
Xin, Z., & Zhang, L. (2009). Cognitive holding power, fluid intelligence, and mathematical achievement as predictors of children’s realistic problem solving. Learning and Individual Differences, 19(1), 124–129. https://doi.org/10.1016/j.lindif.2008.05.006
Byrnes, J. P. (2003). Cognitive development during adolescence. In G. R. Adams, & M. D. Berzonsky (Eds.), Blackwell Handbook of Adolescence (pp. 227–246). Malden, MA: Blackwell Publishing.
Coquin‐Viennot, D., & Moreau, S. (2007). Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. British Journal of Educational Psychology, 77(1), 69-80. https://doi.org/10.1348/000709905X79121
Dahsah, C., & Coll, R. K. (2008). Thai grade 10 and 11 students’ understanding of stoichiometry and related concepts. International Journal of Science and Mathematics Education, 6(3), 573-600. https://doi.org/10.1007/s10763-007-9072-0
Davidowitz, B., Chittleborough, G., & Murray, E. (2010). Student-generated submicro diagrams: A useful tool for teaching and learning chemical equations and stoichiometry. Chemistry Education Research and Practice, 11(3), 154-164. https://doi.org/10.1039/C005464J
DeWolf, M., Bassok, M., & Holyoak, K. J. (2015). Conceptual structure and the procedural affordances of rational numbers: Relational reasoning with fractions and decimals. Journal of Experimental Psychology: General, 144(1), 127. https://doi.org/10.1037/xge0000034
DeWolf, M., Rapp, M., Bassok, M., & Holyoak, K. J. (2014). Semantic alignment of fractions and decimals with discrete versus continuous entities: A textbook analysis. In B. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2133-2138). Austin, TX: Cognitive Science Society.
Dixon, J. A. (2005). Mathematical problem solving: the roles of exemplar, schema, and relational representations. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 379- 395). New York: Psychology Press.
Fach, M., De Boer, T., & Parchmann, I. (2007). Results of an interview study as basis for the development of stepped supporting tools for stoichiometric problems. Chemistry Education Research and Practice, 8(1), 13-31. https://doi.org/10.1039/B6RP90017H
Fisher, K. J., & Bassok, M. (2009). Analogical alignments in algebraic modeling. In B. Kokinov, K. J. Holyoak, & D. Gentner (Eds.), Proceedings of the 2nd International Conference on Analogy (pp. 137–144). Sofia, Bulgaria: New Bulgarian University.
García, P., Sanjosé, V., & Solaz-Portolés, J. J. (2015). Efectos de las características del problema, captación de su estructura y uso de analogías sobre el éxito de los estudiantes de secundaria en la resolución de problemas. Teoría de la Educación. Revista Interuniversitaria, 27(2), 221-244, http://dx.doi.org/10.14201/teoredu2015272221244
Gray, M. E., DeWolf, M., Bassok, M., & Holyoak, K. J. (2018). Dissociation between magnitude comparison and relation identification across different formats for rational numbers. Thinking & Reasoning, 24(2), 179-197. https://doi.org/10.1080/13546783.2017.1367327
Lee, H. S., DeWolf, M., Bassok, M., & Holyoak, K. J. (2016). Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison. Cognition, 147, 57-69. https://doi.org/10.1016/j.cognition.2015.11.005
Leiss, D., Schukajlow, S., Blum, W., Messner, R., & Pekrun, R. (2010). The role of the situation model in mathematical modelling—Task analyses, student competencies, and teacher interventions. Journal for Mathematics Didactics, 31(1), 119-141. https://doi.org/10.1007/s13138-010-0006-y
Martin, S. A., & Bassok, M. (2005). Effects of semantic cues on mathematical modeling: Evidence from word-problem solving and equation construction tasks. Memory & Cognition, 33(3), 471-478. https://doi.org/10.1007/10.3758/bf03193064
Molnár, G., Greiff, S., & Csapó, B. (2013). Inductive reasoning, domain specific and complex problem solving: Relations and development. Thinking Skills and Creativity, 9, 35–45. https://doi.org/10.1016/j.tsc.2013.03.002
Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition & Instruction, 9(4), 329–389. https://doi.org/10.1207/s1532690xci0904_2
Ramnarain, U., & Joseph, A. (2012). Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena. Chemistry Education Research and Practice, 13(4), 462-470. https://doi.org/10.1039/C2RP20071F
Solaz-Portolés, J. J., & Caballer, A. (2015). Contexto, estructura y analogías en la resolución de problemas verbales algebraicos por maestros de primaria en formación. Revista Electrónica de Investigación Educativa, 17(3), 94-108. Recuperado de http://redie.uabc.mx/vol17no3/contenido-solaz-caballer.html
Waldmann, M. R. (2007). Combining versus analyzing multiple causes: How domain assumptions and task context affect integration rules. Cognitive Science, 31(2), 233-256. https://doi.org/10.1080/15326900701221231
Xin, Z., & Zhang, L. (2009). Cognitive holding power, fluid intelligence, and mathematical achievement as predictors of children’s realistic problem solving. Learning and Individual Differences, 19(1), 124–129. https://doi.org/10.1016/j.lindif.2008.05.006
Published
2021-11-25
How to Cite
Solaz-Portolés, J. J., Ferrer Roselló, T., & Sanjosé López, V. (2021). Estudio de la influencia de la alineación semántica en la resolución de problemas verbales de estequiometría. Amazonia Investiga, 10(46), 184-190. https://doi.org/10.34069/AI/2021.46.10.18
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