La actividad lógica en Educación Infantil: diseño y experimentación de situaciones de aprendizaje.
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2016-06-13
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Jaén: Universidad de Jaén
Resumen
Este trabajo consiste en la realización de una Ingeniería Didáctica sobre
conocimientos lógicos en Educación Infantil. Ésta consta de un análisis preliminar a través de
actividades para detectar los conocimientos que ya posee el alumnado. Posteriormente se
hace un análisis a priori en el que se diseña una situación a-didáctica, en este caso
denominada “El juego del tesoro”, en la que están involucrados todos los conocimientos
lógicos. Además, se realiza una “predicción” de los comportamientos y estrategias que
podrían llevar a cabo el alumnado para posteriormente, en la fase de experimentación,
análisis y validación, comparar los resultados esperados con los obtenidos tras la
experimentación. Asimismo, para llevar a cabo esta Ingeniería Didáctica se parte de la Teoría
de Situaciones Didácticas propuesta por Brousseau.
The present work consists in a didactic engineering for a preliminary analysis of the acquired knowledge. This is performed through activities in which the three determinant logic functions are covered in order to detect the initial knowledge of the students. Afterwards, an a priori analysis is made by designing a didactic situation –in this case ‘The treasure game’– which involves logical mathematical knowledge. Moreover we will provide a prediction of the behavior and strategies that students could carry out later in the experimental, analysis and validation phases, and will compare the expected results with the results obtained with dice. We will begin with the proposals designed by Brousseau in the Theory of Teaching Situations. The designed didactic situation aims the use of different strategies by students when they solve the problem and interact with an environment which produces a feedback, and enables the appearance of a meaningful learning.
The present work consists in a didactic engineering for a preliminary analysis of the acquired knowledge. This is performed through activities in which the three determinant logic functions are covered in order to detect the initial knowledge of the students. Afterwards, an a priori analysis is made by designing a didactic situation –in this case ‘The treasure game’– which involves logical mathematical knowledge. Moreover we will provide a prediction of the behavior and strategies that students could carry out later in the experimental, analysis and validation phases, and will compare the expected results with the results obtained with dice. We will begin with the proposals designed by Brousseau in the Theory of Teaching Situations. The designed didactic situation aims the use of different strategies by students when they solve the problem and interact with an environment which produces a feedback, and enables the appearance of a meaningful learning.