El uso de las nuevas tecnologías para la enseñanza y el aprendizaje de las ciencias
Palabras clave:
Enseñanza y aprendizaje de las ciencias, nuevas tecnologías, aprendizaje colaborativo.Resumen
Ante la presencia irreversible de las nuevas tecnologías de información y comunicación (NTIC) en la vida cotidiana, particularmente Internet, es necesario clarificar los diferentes roles y usos que pueden tener en la educación, y revisar y evaluar las principales tendencias en su aplicación escolar. La investigación educativa reciente sobre el uso de las NTIC ha desarrollado una serie de nuevos conceptos y nuevos enfoques que han hecho evolucionar notablemente el campo de la enseñanza y el aprendizaje. Todos estos enfoques tienen en común su pertenencia a corrientes de pensamiento socio-constructivistas. Estos trabajos muestran que las NTIC permiten poner en práctica principios pedagógicos en virtud de los cuales el estudiante es el principal actor en la construcción de sus conocimientos, y que puede aprender mejor en el marco de una acción concreta y significante y, al mismo tiempo, colectiva.
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Referencias
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Brown, A. L., Ellery, S. y Campione, J. C. (1998). Creating zones of proximal development electronically. En J. G. Greeno y S. V. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 341-367). Mahwah, NJ: Lawrence Erlbaum Associates.
Brown, J. S., Collins, A. y Duguid, P. (1989). Situated cognition and the culture of knowledge. Educational Researcher, 18, (1) 32-42.
Brufee, K. (1993). Collaborative learning. Baltimore: Johns Hopkins University Press.
Bruner, J. S. (1996). Culture of education. Cambridge, MA: Harvard University Press.
Burke, J. y Ornstein, R. (2001). Del hacha al chip. Cómo las tecnologías cambian nuestras mentes. Barcelona: Planeta.
Cole, M. y Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39 (5), 250-256.
Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
Dillenbourg, P. (1999). Introduction: What do you mean by "collaborative learning"? En P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1-19). Amsterdam: Pergamon, Elsevier Science.
Dillenbourg, P., Eurelings, A. y Hakkarainen, K. (Eds.). (2001). European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning. Maastricht: University of Maastricht.
Donald, M. (1993). Origins of the modern mind. Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
Edelson, D. C., Gordin, D. N. y Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8 (3-4), 391-450.
Engeström, Y. (1992). Interactive expertise: studies in distributed working intelligence. (Boletín de investigación No. 83). Helsinki: University of Helsinki, Department of Education.
Galegher, J. R., Kraut, E. y Egido, C. (Eds.). (1990). Intellectual teamwork: Social and technological foundations of cooperative work. Hilsdale, NJ: Lawrence Erlbaum Associates.
Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78 (6), 1360-1380.
Greenberg, S. (Ed.). (1991). Computer-supported cooperative work and groupware. New York: Academic Press.
Guzdial, M. y Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. Journal of the Learning Sciences, 9, 437-469.
Hakkarainen, K., Lipponen, L., Järvelä, S. y Niemivirta, M. (1999). The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal of Educational Computing Research, 3, 261-279.
Hall, R., Miyake, N. y Enyedy, N. (Eds.). (1997). Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Hoadley, C. (Ed.). (1999). Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum.
Hoadley, C. y Linn, M. (2000). Teaching science through online, peer discussions: Speak easy in the knowledge integration environment. Journal of Science Teaching, 22 (8), 839-857.
Järvelä, S., Hakkarainen, K., Lehtinen, E. y Lipponen, L. (2000). Creating computer-supported collaborative learning (CSCL) culture in finish schools: Research perspectives on sociocognitive effects. International Journal of Continuing Engineering Education and Life-Long Learning, 10 (2), 1-10.
Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. En T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum Associates.
Lave, J. y Wenger, E. (1991). Situated knowledge and legitimate peripherical participation. Cambridge, UK: Cambridge University Press.
Lipponen, L. (2000). Towards knowledge building discourse: From facts to explanations in primary students\' computer mediated discourse. Learning Environments Research, 3 (2), 179-199.
Lipponen, L. y Hakkarainen, K. (1997). Developing culture of inquiry in computer-supported collaborative learning. En R. Hall, N. Miyake y N. Enyedy (Eds.), Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning (pp. 164-168). Mahwah, NJ: Lawrence Erlbaum Associates.
Lipponen, L., Rahikainen, M., Lallimo, J. y Hakkarainen, K. (2001). Analyzing patterns of participation and discourse in elementary students\' online science discussion. En A. Dillenbourg, Eurelings y K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 421-428). Maastricht: University of Maastricht.
Mead, G. H. (1934). Mind, self, and society. Chicago: University Chicago Press.
Miles, M. B. y Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook (2a. ed.). Thousand Oaks, CA: Sage Publications.
Piaget, J. (1928). The judgement and reasoning in children. London: Routledge and Kegan.
Roschelle, J. (1992). Learning by collaborating: convergent conceptual change. The Journal of the Learning Sciences, 2 (3), 235-276.
Roschelle, J. (1994, mayo). Collaborative inquiry: Reflections on Dewey and learning technology. The Computing Teacher, 21 (8) 3-9.
Roschelle, J. y Teasley, S. D. (1995). Construction of shared knowledge in collaborative problem solving. En C. O\'Malley (Ed.), Computer-supported collaborative learning (pp. 69-97). New York: Springer-Verlag.
Salomon, G., Perkins, D. y Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20 (4), 9-20.
Savoie, J. M. y Hughes, A. S. (1994). Problem-based learning as classroom solution. Educational Leadership, 52 (3), 54-57.
Scardamalia, M. y Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3 (3), 265-283.
Scardamalia, M., Bereiter, C. y Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. En K. McGilly (Ed.), Classroom lessons; Integrating cognitive theory & classroom practice (pp. 201-228). Cambridge, MA: MIT Press.
Selman, R. L. (1980). The growth of interpersonal understanding. New York: Academic Press.
Stahl, G. (1999). Reflections on WebGuide. Seven issues for the next generation of collaborative knowledge-building environments. En C. Hoadley (Ed.), Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning (pp. 600-610). Mahwah, NJ: Lawrence Erlbaum Associates.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Wellman, B., Salaff, J., Dimitrova, D., Garton, L., Gulia, M. y Haythornthwaite, C. (2000). Computer networks as social networks: Collaborative work, telework, and virtual community. En E. L. Lesser, M. A. Fontaine y J. A. Slusher (Eds.), Knowledge and Communities (pp. 179-207). Boston: Butterworth-Heinemann.
Winer, L. R. y Vázquez-Abad, J. (1997). The potential of Repertory Grid Technique in the assessment of conceptual change in Physics. Journal of Constructivist Psychology, 10 (4), 363-386.
Wundt, W. (1921). Elements of folk psychology. London: Allen and Unwin.
Brown, A. L., Ellery, S. y Campione, J. C. (1998). Creating zones of proximal development electronically. En J. G. Greeno y S. V. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 341-367). Mahwah, NJ: Lawrence Erlbaum Associates.
Brown, J. S., Collins, A. y Duguid, P. (1989). Situated cognition and the culture of knowledge. Educational Researcher, 18, (1) 32-42.
Brufee, K. (1993). Collaborative learning. Baltimore: Johns Hopkins University Press.
Bruner, J. S. (1996). Culture of education. Cambridge, MA: Harvard University Press.
Burke, J. y Ornstein, R. (2001). Del hacha al chip. Cómo las tecnologías cambian nuestras mentes. Barcelona: Planeta.
Cole, M. y Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39 (5), 250-256.
Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
Dillenbourg, P. (1999). Introduction: What do you mean by "collaborative learning"? En P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1-19). Amsterdam: Pergamon, Elsevier Science.
Dillenbourg, P., Eurelings, A. y Hakkarainen, K. (Eds.). (2001). European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning. Maastricht: University of Maastricht.
Donald, M. (1993). Origins of the modern mind. Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
Edelson, D. C., Gordin, D. N. y Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8 (3-4), 391-450.
Engeström, Y. (1992). Interactive expertise: studies in distributed working intelligence. (Boletín de investigación No. 83). Helsinki: University of Helsinki, Department of Education.
Galegher, J. R., Kraut, E. y Egido, C. (Eds.). (1990). Intellectual teamwork: Social and technological foundations of cooperative work. Hilsdale, NJ: Lawrence Erlbaum Associates.
Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78 (6), 1360-1380.
Greenberg, S. (Ed.). (1991). Computer-supported cooperative work and groupware. New York: Academic Press.
Guzdial, M. y Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. Journal of the Learning Sciences, 9, 437-469.
Hakkarainen, K., Lipponen, L., Järvelä, S. y Niemivirta, M. (1999). The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal of Educational Computing Research, 3, 261-279.
Hall, R., Miyake, N. y Enyedy, N. (Eds.). (1997). Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Hoadley, C. (Ed.). (1999). Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum.
Hoadley, C. y Linn, M. (2000). Teaching science through online, peer discussions: Speak easy in the knowledge integration environment. Journal of Science Teaching, 22 (8), 839-857.
Järvelä, S., Hakkarainen, K., Lehtinen, E. y Lipponen, L. (2000). Creating computer-supported collaborative learning (CSCL) culture in finish schools: Research perspectives on sociocognitive effects. International Journal of Continuing Engineering Education and Life-Long Learning, 10 (2), 1-10.
Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. En T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum Associates.
Lave, J. y Wenger, E. (1991). Situated knowledge and legitimate peripherical participation. Cambridge, UK: Cambridge University Press.
Lipponen, L. (2000). Towards knowledge building discourse: From facts to explanations in primary students\' computer mediated discourse. Learning Environments Research, 3 (2), 179-199.
Lipponen, L. y Hakkarainen, K. (1997). Developing culture of inquiry in computer-supported collaborative learning. En R. Hall, N. Miyake y N. Enyedy (Eds.), Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning (pp. 164-168). Mahwah, NJ: Lawrence Erlbaum Associates.
Lipponen, L., Rahikainen, M., Lallimo, J. y Hakkarainen, K. (2001). Analyzing patterns of participation and discourse in elementary students\' online science discussion. En A. Dillenbourg, Eurelings y K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 421-428). Maastricht: University of Maastricht.
Mead, G. H. (1934). Mind, self, and society. Chicago: University Chicago Press.
Miles, M. B. y Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook (2a. ed.). Thousand Oaks, CA: Sage Publications.
Piaget, J. (1928). The judgement and reasoning in children. London: Routledge and Kegan.
Roschelle, J. (1992). Learning by collaborating: convergent conceptual change. The Journal of the Learning Sciences, 2 (3), 235-276.
Roschelle, J. (1994, mayo). Collaborative inquiry: Reflections on Dewey and learning technology. The Computing Teacher, 21 (8) 3-9.
Roschelle, J. y Teasley, S. D. (1995). Construction of shared knowledge in collaborative problem solving. En C. O\'Malley (Ed.), Computer-supported collaborative learning (pp. 69-97). New York: Springer-Verlag.
Salomon, G., Perkins, D. y Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20 (4), 9-20.
Savoie, J. M. y Hughes, A. S. (1994). Problem-based learning as classroom solution. Educational Leadership, 52 (3), 54-57.
Scardamalia, M. y Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3 (3), 265-283.
Scardamalia, M., Bereiter, C. y Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. En K. McGilly (Ed.), Classroom lessons; Integrating cognitive theory & classroom practice (pp. 201-228). Cambridge, MA: MIT Press.
Selman, R. L. (1980). The growth of interpersonal understanding. New York: Academic Press.
Stahl, G. (1999). Reflections on WebGuide. Seven issues for the next generation of collaborative knowledge-building environments. En C. Hoadley (Ed.), Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning (pp. 600-610). Mahwah, NJ: Lawrence Erlbaum Associates.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Wellman, B., Salaff, J., Dimitrova, D., Garton, L., Gulia, M. y Haythornthwaite, C. (2000). Computer networks as social networks: Collaborative work, telework, and virtual community. En E. L. Lesser, M. A. Fontaine y J. A. Slusher (Eds.), Knowledge and Communities (pp. 179-207). Boston: Butterworth-Heinemann.
Winer, L. R. y Vázquez-Abad, J. (1997). The potential of Repertory Grid Technique in the assessment of conceptual change in Physics. Journal of Constructivist Psychology, 10 (4), 363-386.
Wundt, W. (1921). Elements of folk psychology. London: Allen and Unwin.
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Publicado
2002-05-01
