Resolución de problemas basada en el análisis. Hacer del análisis y del razonamiento el foco de la enseñanza de la física

Abstract

Using the results of educational research coming from such areas as alternative conceptions, expert-novice differences, schema acquisition, cognitive overload, and hierarchical analysis, we have developed a framework for thinking about knowledge organization and its use for communication, reasoning, and problem solving. Based on this framework, as well as on our own reflections on learning and teaching, we have created an instructional approach called analysis-based problem solving that is designed to promote both deep, conceptual understanding and proficient problem-solving ability, by focusing on analysis and reasoning as a bridge between them both. We report here on a progression of instructional goals that takes students from novice learners to more proficient, more thoughtful problem solvers. For each goal, we summarize the relevant cognitive research results, and describe the pedagogy that can be derived from it. Then, we list some modes of instruction useful for promoting that particular goal, and finally, indicate some classroom practices that should help students make progress within the approach.