Propuesta metodológica para la caracterización del Razonamiento Inductivo en la Primera Infancia desde el enfoque de la Educación STEM

dc.contributorTaborda Osorio, Hernando
dc.contributorGonzález García, Luz Mery
dc.contributorHernández Urrego Isabel Astrid [0000-0002-8018-1897]
dc.creatorHernández Urrego, Isabel Astrid
dc.date.accessioned2023-02-23T20:57:16Z
dc.date.accessioned2023-06-06T23:28:42Z
dc.date.available2023-02-23T20:57:16Z
dc.date.available2023-06-06T23:28:42Z
dc.date.created2023-02-23T20:57:16Z
dc.date.issued2023-01-26
dc.identifierhttps://repositorio.unal.edu.co/handle/unal/83552
dc.identifierUniversidad Nacional de Colombia
dc.identifierRepositorio Institucional Universidad Nacional de Colombia
dc.identifierhttps://repositorio.unal.edu.co/
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6651316
dc.description.abstractPropuesta metodológica para la caracterización del Razonamiento Inductivo en la Primera Infancia desde el enfoque de la Educación STEM Resumen El razonamiento inductivo (RI) se distingue de otros procesos cognitivos, por dos características: es fundamental en la generación y transformación del conocimiento, y las inferencias, mediante las cuales se hace explicito, pueden ser total, o parcialmente plausibles. Un importante volumen de evidencia empírica, proveniente de modelos de teorías ingenuas, sugiere que los bebés razonan sobre información estadística, para modificar su comportamiento, elegir y predecir en circunstancias de incertidumbre. Incluso, existe acuerdo sobre las características de experiencias y contenidos que facilitan la inferencia de causalidad, en situaciones probabilísticas cotidianas. Sin embargo, los desarrollos metodológicos, han tardado en llegar a los ámbitos de la formación del pensamiento de los niños habitantes de países pobres. Desde una perspectiva integradora, se retomaron principios de los modelos de cognición infantil que han considerado las particularidades y diferencias individuales del RI normativo, para el estudio de sus modalidades. Así, se orientó la propuesta metodológica en la creación de criterios de medición e indicadores de eficacia de las inferencias inductivas. Mediante éstos, es posible la estimación de los atributos: plausibilidad, precisión, coherencia y relevancia de la inferencia temprana. En consecuencia, los estudios que fundamentan esta disertación, sustentan la utilidad científica de un instrumento de medición de la eficacia en el RI de niños con edades entre 4 y 6 años. Los resultados de la indagación, también aportan nueva evidencia sobre la influencia de algunos hábitos familiares de formación del pensamiento, en el desarrollo conceptual y del RI eficaz de los participantes. A partir del logro de los objetivos de investigación, se discute la oportunidad de transferir conocimiento sobre desarrollo cognitivo temprano, hacia la formación de habilidades inferenciales implicadas en la comprensión e indagación científicas, desde Preescolar. Se proyecta, que la estrategia metodológica propuesta para la caracterización del RI en la infancia temprana, tendrá impacto en el cumplimiento de los propósitos de la Educación STEM del siglo XXI. (Texto tomado de lanfuenta)
dc.description.abstractMethodological proposal for the characterization of Inductive Reasoning in Early Childhood from the STEM Education approach Abstract Inductive reasoning (IR) is distinguished from other cognitive processes by two characteristics: it is fundamental in the generation and transformation of knowledge, and the inferences, through which it is made explicit, can be totally or partially plausible. A substantial body of empirical evidence, from naive model theories, suggests that infants reason about statistical information to modify behavior, make choices, and predict under uncertain circumstances. There is even agreement on the characteristics of experiences and contents that facilitate the inference of causality, in everyday probabilistic situations. However, methodological developments have been slow to reach the areas of thought formation of children living in poor countries. From an integrative perspective, principles of child cognition models were taken up, which have considered the particularities and individual differences of the normative IR, for the study of its different modalities. Thus, the methodological proposal was oriented towards the creation of measurement criteria and effectiveness indicators of inductive inferences. Through these, it is possible to estimate the attributes: plausibility, precision, coherence and relevance of early inference. Consequently, the studies that support this dissertation support the scientific usefulness of an instrument for measuring efficacy in the IR of children aged between 4 and 6 years. The results of the investigation also provide new evidence on the influence of some family habits of thought formation, in the conceptual development and the effective IR of the participants. From the achievement of the research objectives, the opportunity to transfer knowledge, on early cognitive development, towards the formation of inferential skills involved in scientific understanding and inquiry, from Preschool, is discussed. It is projected that the methodological strategy proposed for the characterization of IR in early childhood will have an impact on the fulfillment of the purposes of STEM Education in the 21st century.
dc.languagespa
dc.publisherUniversidad Nacional de Colombia
dc.publisherBogotá - Ciencias Humanas - Doctorado en Psicología
dc.publisherFacultad de Ciencias Humanas
dc.publisherBogotá, Colombia
dc.publisherUniversidad Nacional de Colombia - Sede Bogotá
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dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.titlePropuesta metodológica para la caracterización del Razonamiento Inductivo en la Primera Infancia desde el enfoque de la Educación STEM
dc.typeTrabajo de grado - Doctorado


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