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Article

Spanish

ID: <

oai:doaj.org/article:afb70adcf01e48658982141920a14414

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A proposal to taxonomise the procedural contents of the Content Classification PROPOSAL FOR Procedures USED IN Laboratory practices

Abstract

The purpose of this work is to establish a taxonomy of procedural content that contributes to the development of systematic designs, represented in questionnaires aimed at assessing prior study knowledge, and activity fiches guiding the development of laboratory practices. The methodology used, of a descriptive documentary nature, directed the review and analysis of existing theoretical models, based on sequences of procedures. This resulted in a classification of the procedural content inherent in teaching science, in line with the complexity of the mental and manipulative actions implicit in truly meaningful learning, which made it possible to develop theoretically substantiated teaching guidelines in order to make the experiment an instructional resource with greater academic impact by increasing the conceptualisation and transfer of knowledge to new contexts and situations, showing the practical and didactic usefulness of the proposed taxonomy.The purpose of this paper is to establish a content taxonomy for laboratory procedures. The impact of the classification is twofold. On the one hand, it assists the systematic design of questionnaires used for assessing students’ anticipated knowledge on a subject; on the other, it facilitates the Elaboration of index cards illustrating the Progression of laboratory practices. Using a descriptive and document-based methodology, existing theoretical methods are reviewed in terms of sequences of events. The result is the initiation of this same scientific procedures according to the completeness of metal and motor actions involved in meaningful learning. Based on this content criterion we are able to provide suggested teaching guidelines in order to improve the process of engagement and transfer of information to new context and situations. The overall result is a significant increase on the effectiveness of laboratory activities as an instructional tool.

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