Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso
- Autores
- Espíndola, Carlos; Cappannini, Osvaldo
- Año de publicación
- 2012
- Idioma
- español castellano
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- The knowledge of student's representations constitutes a fundamental element in teaching planning. When a great number of data must be considered, knowledge of the diversity of representations in the classroom may be difficult. The teacher ́s usual point of view, required for certification of knowledge, seems not to be an adequate scheme in these cases. In this article we show an alternative diagnostic assessment technique based on a phenomenographic frame which gives a way to the identification of alternative ideas together with a comparative analysis with traditional evaluation methods. The shown phenomenographic based technique not only provides an option to the quality control point of view held in the traditional assessment scheme but also a useful tool in the detection of representations.
Instituto de Física de Líquidos y Sistemas Biológicos - Materia
-
Ciencias de la Educación
Diagnostic assessment
Phenomenography
Planning
Representations
Structure of matter - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- http://creativecommons.org/licenses/by-nc-sa/4.0/
- Repositorio
- Institución
- Universidad Nacional de La Plata
- OAI Identificador
- oai:sedici.unlp.edu.ar:10915/84127
Ver los metadatos del registro completo
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Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el cursoObstacles in diagnostic assessment. A proposal for overcoming them by identifying models presented in the courseEspíndola, CarlosCappannini, OsvaldoCiencias de la EducaciónDiagnostic assessmentPhenomenographyPlanningRepresentationsStructure of matterThe knowledge of student's representations constitutes a fundamental element in teaching planning. When a great number of data must be considered, knowledge of the diversity of representations in the classroom may be difficult. The teacher ́s usual point of view, required for certification of knowledge, seems not to be an adequate scheme in these cases. In this article we show an alternative diagnostic assessment technique based on a phenomenographic frame which gives a way to the identification of alternative ideas together with a comparative analysis with traditional evaluation methods. The shown phenomenographic based technique not only provides an option to the quality control point of view held in the traditional assessment scheme but also a useful tool in the detection of representations.Instituto de Física de Líquidos y Sistemas Biológicos2012info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArticulohttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdf484-491http://sedici.unlp.edu.ar/handle/10915/84127spainfo:eu-repo/semantics/altIdentifier/issn/0187-893Xinfo:eu-repo/semantics/altIdentifier/doi/10.1016/S0187-893X(17)30137-4info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0/Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLP2025-09-29T11:16:05Zoai:sedici.unlp.edu.ar:10915/84127Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-09-29 11:16:05.555SEDICI (UNLP) - Universidad Nacional de La Platafalse |
dc.title.none.fl_str_mv |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso Obstacles in diagnostic assessment. A proposal for overcoming them by identifying models presented in the course |
title |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso |
spellingShingle |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso Espíndola, Carlos Ciencias de la Educación Diagnostic assessment Phenomenography Planning Representations Structure of matter |
title_short |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso |
title_full |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso |
title_fullStr |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso |
title_full_unstemmed |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso |
title_sort |
Obstáculos en la evaluación diagnóstica : Una propuesta de superación mediante la identificación de modelos presentes en el curso |
dc.creator.none.fl_str_mv |
Espíndola, Carlos Cappannini, Osvaldo |
author |
Espíndola, Carlos |
author_facet |
Espíndola, Carlos Cappannini, Osvaldo |
author_role |
author |
author2 |
Cappannini, Osvaldo |
author2_role |
author |
dc.subject.none.fl_str_mv |
Ciencias de la Educación Diagnostic assessment Phenomenography Planning Representations Structure of matter |
topic |
Ciencias de la Educación Diagnostic assessment Phenomenography Planning Representations Structure of matter |
dc.description.none.fl_txt_mv |
The knowledge of student's representations constitutes a fundamental element in teaching planning. When a great number of data must be considered, knowledge of the diversity of representations in the classroom may be difficult. The teacher ́s usual point of view, required for certification of knowledge, seems not to be an adequate scheme in these cases. In this article we show an alternative diagnostic assessment technique based on a phenomenographic frame which gives a way to the identification of alternative ideas together with a comparative analysis with traditional evaluation methods. The shown phenomenographic based technique not only provides an option to the quality control point of view held in the traditional assessment scheme but also a useful tool in the detection of representations. Instituto de Física de Líquidos y Sistemas Biológicos |
description |
The knowledge of student's representations constitutes a fundamental element in teaching planning. When a great number of data must be considered, knowledge of the diversity of representations in the classroom may be difficult. The teacher ́s usual point of view, required for certification of knowledge, seems not to be an adequate scheme in these cases. In this article we show an alternative diagnostic assessment technique based on a phenomenographic frame which gives a way to the identification of alternative ideas together with a comparative analysis with traditional evaluation methods. The shown phenomenographic based technique not only provides an option to the quality control point of view held in the traditional assessment scheme but also a useful tool in the detection of representations. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Articulo http://purl.org/coar/resource_type/c_6501 info:ar-repo/semantics/articulo |
format |
article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://sedici.unlp.edu.ar/handle/10915/84127 |
url |
http://sedici.unlp.edu.ar/handle/10915/84127 |
dc.language.none.fl_str_mv |
spa |
language |
spa |
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info:eu-repo/semantics/altIdentifier/issn/0187-893X info:eu-repo/semantics/altIdentifier/doi/10.1016/S0187-893X(17)30137-4 |
dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-sa/4.0/ Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
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openAccess |
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http://creativecommons.org/licenses/by-nc-sa/4.0/ Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) |
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application/pdf 484-491 |
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