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Publication Date: 2012-01-01
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Orrego Cardozo, M., López Rúa, A. M., & Tamayo Alzate, Óscar E. (2012). Inflammation models concept in university students. Latinoamericana De Estudios Educativos, 8(1), 75–94. Retrieved from https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/5033
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Abstract
The main objective of this study was to describe models university students have about the concept of inflammation. The research was conducted with 20 second semester students in a Health academic program who developed several activities proposed within a didactic unit applied throughout the 2012-1 academic period with the purpose of generating a change in the students’ explanatory models. This study was of a mixed nature focused on the analysis of the expressions content produced by the students. The results describe a change in the students’ models, question the value of previous ideas university students have about the learning process of phenomena related to the concept of inflammation, and highlight the importance of using specialized language in inflammation learning models.
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References
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Gutiérrez, R. (1996). “Modelos mentales y concepciones espontáneas”. Alambique. No. 7, pp. 73-86.
Iglesias-Gamarra, A., Siachoque, H., Pons-Estel, B., Restrepo, J.F., Quintana, G. y Gómez, A. (2009). “Historia de la autoinmunidad. Primera Parte La inmunología ¿desde dónde y hacia dónde?”. Rev. Colomb. Reumatol. No. 1, Vol. 16, pp. 11-31.
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Khan, S. (2008). “Co-construction and Model Evolution in Chemistry”. En: Clement, J. y Rea-Ramírez, M. (eds.). Model Based Learning and Instruction in Science. (pp. 59-78). Springer: USA.
Köningsberg, M. (1999). “A simple model to facility student’s understanding of the mitocondrial respiratory chain”. Biochemical Education. No. 1, Vol. 27, pp. 9-11.
Legare, C.H. y Gelman, S.A. (2008). “Bewitchment, Biology, or Both: The Co-Existence of Natural and Supernatural Explanatory Frameworks Across Development”. Cognitive Science. No. 4, Vol.32, pp. 607-642.
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Núñez, F. y Banet, E. (1996). “Modelos conceptuales sobre las relaciones entre digestión, respiración y circulación”. Enseñanza de las Ciencias. No. 3, Vol. 14, pp. 261-278.
Núñez-Oviedo, M.C., Clement, J. y Rea-Ramírez, M.A. (2008). “Developing Complex Mental Models in Biology Through Model Evolution”. En: Clement, J. y Rea-Ramírez, M. (eds.). Model Based Learning and Instruction in Science (pp. 173-193). USA: Springer.
Raman, L. y Gelman, S. (2004). “A Cross-Cultural Developmental Analysis of Children’s and Adults’ Understanding of Illness in South Asia (India) and the United States”. Journal of Cognition and Culture. No. 2, Vol. 4, pp. 293-317.
________. (2005). “Children’s Understanding of the Transmission of Genetic Disorders and Contagious Illnesses”. Developmental Psychology. No. 1, Vol. 41, pp. 171-182.
Rojas, W., Anaya, J.-M., Aristizábal, B., Cano, L.E., Gómez, L.M. y Lopera, D. (2010). Inmunología de Rojas. Medellín: Corporación para Investigaciones Biológicas.
Serrano, G.T. (1992). Desarrollo conceptual del sistema nervioso en niños de 5 a 14 años. Modelos mentales. Tesis Doctoral no publicada. Universidad Complutense. Madrid.
Spelke, E. (1991). “Physical knowledge in infancy: Reflections on Piaget’s theory”. En: Carey, S. y Gelman, R. (eds.). The epigenesis of mind: Essays on biology and cognition (pp. 133-169). NY: Erlbaum.
Tamayo, Ó.E. (2009). Didáctica de las ciencias: La evolución conceptual en la enseñanza y el aprendizaje de las ciencias. Manizales: Editorial Universidad de Caldas.
Tamayo, Ó.E. y Sanmartí, N. (2007). “High-School Students’ Conceptual Evolution of the Respiration Concept from the Perspective of Giere’s Cognitive Science Model”. International Journal of Science Education. No. 2, Vol. 29, pp. 215-248.
Varela, F. (1997). “El Segundo cerebro del cuerpo”. En: Fischer, H.R., Retzer, A. y Schweitzer, J. (comps.). El final de los grandes proyectos (pp. 107-113). Barcelona: Editorial Gedisa.
Vosniadou, S. (1997). “On the development of the understanding of abstract ideas”. En: Härnquist, K. y Burgen, A. (eds.). Growing up with science. Developing early understanding of science (pp. 41-58). Great Britain: Athenaeum Press.
Vosniadou, S. y Brewer, W. (1992). “Mental models of the earth: A study of the conceptual change in childhood”. Cognitive Psychology. No. 24, pp. 535-585.
________. (1994). “Mental models of the day/night cycle”. Cognitive Science. No. 18, pp. 123-183.
Bares, C.B., y Gelman, S.A. (2008). “Knowledge of illness during childhood: Making distinctions between cancer and colds”. International Journal of Behavioral Development. No. 5, Vol. 32, pp. 443-450.
Carey, S. (1985). Conceptual change in childhood. Cambridge, Mass: MIT Press.
________. (1992). “The origin and evolution of everyday concepts”. En: Giere, R.N. (ed.). Cognitive Models of Science (pp. 89-128). Minneapolis: Universidad de Minnesota Press.
Chi, M. (1992). “Conceptual change within and across ontological categories: Examples from learning and discovery in science”. En: Giere, R.N. (ed.). Cognitive Models of Science (pp. 129-186). Minneapolis: Universidad de Minnesota Press.
Chomsky, Noam. (2004). Estructuras sintácticas. México. Siglo Veintiuno.
Clement, J.J. y Rea-Ramírez, M.A. (2008). Model based learning and instruction in science. Springer: USA.
Craik, K. (1943). The nature of explanation. Cambridge: Cambridge University Press.
De Kleer, J. y Brown, J.S. (1981). “Mental models of physical mechanism and their acquisition”. En: Anderson, J.R. (ed.) Cognitive skills and their acquisition (pp. 285-309). New York: Hillsdale.
Franco, C. y Colinvaux, D. (2000). “Grasping Mental Models”. En: Gilbert, J.K. y Boulter, C.J. (eds.). Developing Models in Science Education (pp. 93-118). Netherlands: Kluwer Academic Publisher.
Gentner, D. y Gentner, D.R. (1983). “Flowing waters or teeming crowds: Mental models of electricity”. En: Gentner, D. y Stevens, A. (eds.). Mental Models (pp. 99-129). New Jersey: Lawrence Erlbaum Associates, Publishers.
Giere, R. (1992). La explicación de la ciencia. Un acercamiento cognoscitivo. México: Consejo Nacional de Ciencia y Tecnología.
Gilbert, J.K., Boulter, C. y Elmer, R. (2000). “Positioning Models in Science Education and in Design and Technology Education”. En: Gilbert, J.K. y Boulter, C.J. (eds.). Developing Models in Science Education (pp. 3-18). Netherlands: Kluwer Academic Publisher.
Greca, J. y Moreira, M.A. (1998). “Modelos mentales y aprendizaje de la física en electricidad y magnetismo”. Enseñanza de las Ciencias. No. 2, Vol. 16, pp. 289-303.
Grosbois, M., Rico, G. y Sirota, R. (1991). “Les manuels, un mode de textualisation scolaire des savoir savant”. Aster. No. 13.
Gutiérrez, R. (1996). “Modelos mentales y concepciones espontáneas”. Alambique. No. 7, pp. 73-86.
Iglesias-Gamarra, A., Siachoque, H., Pons-Estel, B., Restrepo, J.F., Quintana, G. y Gómez, A. (2009). “Historia de la autoinmunidad. Primera Parte La inmunología ¿desde dónde y hacia dónde?”. Rev. Colomb. Reumatol. No. 1, Vol. 16, pp. 11-31.
Johnson-Laird, P.N. (1983). Mental models: Towards a cognitive science of language, inference and consciousness. Cambridge. MA: Harvard University Press.
Khan, S. (2008). “Co-construction and Model Evolution in Chemistry”. En: Clement, J. y Rea-Ramírez, M. (eds.). Model Based Learning and Instruction in Science. (pp. 59-78). Springer: USA.
Köningsberg, M. (1999). “A simple model to facility student’s understanding of the mitocondrial respiratory chain”. Biochemical Education. No. 1, Vol. 27, pp. 9-11.
Legare, C.H. y Gelman, S.A. (2008). “Bewitchment, Biology, or Both: The Co-Existence of Natural and Supernatural Explanatory Frameworks Across Development”. Cognitive Science. No. 4, Vol.32, pp. 607-642.
Lukin, K. (2012). Exciting middle and high school students about immunology: an easy, inquiry-based lesson. Immunologic Research. ISSN 0257-277X. En: http://www.nationaljewish.org/NJH/media/pdf/SURP-Immunologic-Research-Mouse-Dissection.pdf [consultado el 19 de junio de 2013].
Nersessian, N. (2008). Creating Scientific Concepts. Cambridge: The MIT Press.
Norman, D.A. (1983). “Some observations on mental models”. En: Gentner, D. y Stevens, A.L. (eds.). Mental Models (pp. 7-14). New Jersey: Lawrence Erlbaum Associates Inc.
Núñez, F. y Banet, E. (1996). “Modelos conceptuales sobre las relaciones entre digestión, respiración y circulación”. Enseñanza de las Ciencias. No. 3, Vol. 14, pp. 261-278.
Núñez-Oviedo, M.C., Clement, J. y Rea-Ramírez, M.A. (2008). “Developing Complex Mental Models in Biology Through Model Evolution”. En: Clement, J. y Rea-Ramírez, M. (eds.). Model Based Learning and Instruction in Science (pp. 173-193). USA: Springer.
Raman, L. y Gelman, S. (2004). “A Cross-Cultural Developmental Analysis of Children’s and Adults’ Understanding of Illness in South Asia (India) and the United States”. Journal of Cognition and Culture. No. 2, Vol. 4, pp. 293-317.
________. (2005). “Children’s Understanding of the Transmission of Genetic Disorders and Contagious Illnesses”. Developmental Psychology. No. 1, Vol. 41, pp. 171-182.
Rojas, W., Anaya, J.-M., Aristizábal, B., Cano, L.E., Gómez, L.M. y Lopera, D. (2010). Inmunología de Rojas. Medellín: Corporación para Investigaciones Biológicas.
Serrano, G.T. (1992). Desarrollo conceptual del sistema nervioso en niños de 5 a 14 años. Modelos mentales. Tesis Doctoral no publicada. Universidad Complutense. Madrid.
Spelke, E. (1991). “Physical knowledge in infancy: Reflections on Piaget’s theory”. En: Carey, S. y Gelman, R. (eds.). The epigenesis of mind: Essays on biology and cognition (pp. 133-169). NY: Erlbaum.
Tamayo, Ó.E. (2009). Didáctica de las ciencias: La evolución conceptual en la enseñanza y el aprendizaje de las ciencias. Manizales: Editorial Universidad de Caldas.
Tamayo, Ó.E. y Sanmartí, N. (2007). “High-School Students’ Conceptual Evolution of the Respiration Concept from the Perspective of Giere’s Cognitive Science Model”. International Journal of Science Education. No. 2, Vol. 29, pp. 215-248.
Varela, F. (1997). “El Segundo cerebro del cuerpo”. En: Fischer, H.R., Retzer, A. y Schweitzer, J. (comps.). El final de los grandes proyectos (pp. 107-113). Barcelona: Editorial Gedisa.
Vosniadou, S. (1997). “On the development of the understanding of abstract ideas”. En: Härnquist, K. y Burgen, A. (eds.). Growing up with science. Developing early understanding of science (pp. 41-58). Great Britain: Athenaeum Press.
Vosniadou, S. y Brewer, W. (1992). “Mental models of the earth: A study of the conceptual change in childhood”. Cognitive Psychology. No. 24, pp. 535-585.
________. (1994). “Mental models of the day/night cycle”. Cognitive Science. No. 18, pp. 123-183.
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