Relación entre creencias sobre resolución de problemas, creencias epistemológicas, nivel académico, sexo y desempeño en resolución de problemas: un estudio en educación secundaria

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DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i1.1102

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Fundamentos y líneas de trabajo
1102
Publicado: 05-01-2020
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Resumen

El primer objetivo de este trabajo fue estudiar los efectos del nivel académico y del sexo sobre las creencias epistemológicas y sobre resolución de problemas de los estudiantes de educación secundaria. El segundo objetivo fue analizar la contribución de ambos sistemas de creencias, del nivel académico y del sexo sobre el desempeño en la resolución de problemas. Han participado 144 estudiantes de 3º de ESO y de 1º de Bachillerato, que han cumplimentado los cuestionarios de Schommer y de Stage-Kloosterman. Además, se les ha administrado una prueba de resolución de problemas, con dos problemas PISA. A partir de los datos obtenidos, y realizados dos test ANOVA y un ANCOVA, junto con un análisis de regresión múltiple, se puede concluir que: a) A mayor nivel académico de los estudiantes de secundaria más adecuadas son las creencias epistemológicas y sobre resolución de problemas; b) El sexo de los estudiantes tiene una influencia significativa sobre las creencias epistemológicas pero no la tiene sobre las creencias sobre resolución de problemas; y c) El desempeño de los estudiantes en la resolución de problemas depende del nivel académico y de sus creencias sobre resolución de problemas, y estas creencias dependen, a su vez, del conjunto de creencias epistemológicas de los estudiantes.

Palabras clave: Creencias epistemológicas; creencias sobre resolución de problemas; nivel en la educación secundaria; sexo; resolución de problemas.

The relationship among beliefs about problem solving, epistemological beliefs, grade level, sex, and problem solving achievement: A study in secondary school

Abstract: The first purpuse of this investigation was to study the effects of sex and grade level on secondary students’ beliefs about epistemology and problem solving. The second purpuse was to analyze the contribution of both belief systems, grade level, and sex to problem solving achievement. One hundred and forty-four High School students, 9th and 11th grade students, took part in the study. Two questionnaires (Schommer and Stage- Kloosterman’s questionnaires) and a problem solving test (two word problems of the PISA tests) were administered to these students. Two ANOVAs, an ANCOVA, and a multiple regression analysis were carried out from data obtained in the investigation. In the light of the foregoing, it can be concluded that: a) The higher is the grade level of secondary students, the more appropriate are beliefs about epistemology and problem solving; b) Students’ sex has a significant influence on epistemological beliefs, but not on beliefs about problem solving; and c) Students’ problem solving achievement depends on grade level and their beliefs about problem solving, and these beliefs are themselves dependent on students’ epistemological beliefs.

Keywords: Epistemological beliefs; beliefs about problem solving; grade level; sex; problem solving.

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Biografía del autor/a

Javier Alabau Gonzalvo, Generalitat Valenciana

Doctor CC. F´ísicas. Profesor Educación Secundaria.

Joan Josep Solaz-Portolés, Didàctica de les Ciències Experimentals. Universitat de València. España

Doctor CC Químicas. Profesor Titular Didáctica Ciencias Experimentales

Vicente Sanjosé López, Didàctica de les Ciències Experimentals. Universitat de València. España

Doctor CC Físicas. Catedrático Didáctica Ciencias Experimentales

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