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Formación de representaciones intuitivas acerca del sonido en niños de preescolar
| Content Provider | Semantic Scholar |
|---|---|
| Author | Olmedo, Claudia Elena Velázquez Cázares, Leticia Gallegos Canales, Elena Calderón |
| Copyright Year | 2018 |
| Abstract | espanolLa presente investigacion tuvo como objetivo conocer las representaciones intuitivas que tienen los ninos de nivel preescolar acerca del sonido. El estudio se fundamenta en la teoria representacional, la cual estudia la construccion de conocimiento cientifico mediante el desarrollo de representaciones mentales, entendiendo por representacion toda construccion, mediada cognitivamente por el sujeto, que le permite dar cuenta de un fenomeno o situacion, y la teoria de la cognicion corporal (embodiment), la cual hace referencia al papel del cuerpo en la construccion y explicitacion de estas representaciones. Se realizo un estudio de casos constituido por seis ninos de 3er grado de preescolar, los datos se obtuvieron mediante la aplicacion individual de una entrevista semiestructurada basada en los temas: produccion, percepcion y propagacion del sonido, que implico el uso de material grafico e instrumental lo que permitio contextualizar y delimitar las entrevistas, registradas en audio y video. Se realizaron paralelamente dos analisis diferentes, en el primero se construyeron categorias de analisis a partir de las respuestas verbales de los ninos, en el segundo se identificaron y categorizan los gestos utilizados por los ninos para explicar sus respuestas o en algunos casos siendo el gesto la propia respuesta. Los resultados revelan que los ninos tienen una representacion sustancialista del sonido, es decir, consideran que el sonido tiene propiedades similares a las de los objetos (masa y trayectoria definida), basada en una intuicion materialista acerca del sonido, que responde a experiencias fenomenologicas guiadas esencialmente por la percepcion. Finalmente intuyen que existe una relacion entre las vibraciones y el sonido pero no son capaces de hacer explicito de que tipo de relacion se trata. EnglishThe present research aimed to know the intuitive representations that preschool children built about sound. The study is based on representational theory, which studies the construction of scientific knowledge through the development of mental representations, understanding by representation all construction, cognitively mediated by the subject, which allows him to account for a phenomenon or situation, and the theory of corporal cognition (embodiment), which refers to the role of the body in the construction and explanation of these representations. A case study was carried out consisting of six children of 3rd grade of preschool. The data were obtained through the individual application of a semi-structured interview based on the themes: production, perception and propagation of sound, which involved the use of graphic and material which allowed contextualizing and delimiting the interview. All the interviews were recorded in audio and video. Two different analyses were carried out in parallel, in the first, analysis categories were constructed from the verbal responses of the children. In the second analysis, the gestures used by the children to explain their answers were identified and categorized, or in some cases the gesture itself was the response. The results reveal that children have a substantialist representation of sound, that is, they consider that sound has similar properties to those objects (mass and defined trajectory), based on a materialistic intuition about sound, which responds to experiences phenomenologically guided by perception. Some children finally infer that there is a relationship between vibrations and sound but they are not able to make explicit what kind of relationship it is. |
| Starting Page | 11 |
| Ending Page | 36 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.comie.org.mx/congreso/memoriaelectronica/v14/doc/0060.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
