La transferencia entre el dominio de la investigación básica y el de la práctica educativa no siempre se da, y cuando eso ocurre, hay un cierto riesgo de que la transferencia viaje en una sola dirección. En este artículo se analiza el estado de la cuestión respecto a las enormes posibilidades que para el mundo educativo abre la investigación en psicología cognitiva y, más concretamente, la investigación sobre la utilización del ordenador como instrumento de enseñanza-aprendizaje.
Las nuevas tecnologías no son en sí mismas un vehículo para la adquisición de conocimientos si no están integradas en un contexto de enseñanza-aprendizaje. Las investigaciones en los últimos años en psicología cognitiva nos aportan los conocimientos necesarios para el diseño de entornos de aprendizaje basados en el ordenador. El autor hace una revisión de estas investigaciones tomando como marco de referencia los tres componentes que según Resnick debe tener una teoría del aprendizaje basada en la instrucción: 1) describir la ejecución competente; 2) explicar los procesos de adquisición para alcanzar la ejecución experta; 3) describir estrategias de intervención para producir estos procesos.
Get full access to this article
View all access options for this article.
References
1.
AckermanP.SternbergR. J.GlaserR. (Eds.) (1989). Learning and individual differences: Advances in theory and research.Nueva York: Freeman.
2.
AlexanderP. A.JudyJ. E. (1988). The interaction of domain-specific and strategic knowledge in academic performance.Review of Educational Research, 58, 375–404.
3.
BrownA. L.BransfordJ. P.FerraraR. A.CampioneJ. C. (1983). Learning, remembering, and understanding. EnMussenP. H.Flawell;S. H.MarkmanE. M. (Eds.), Child psychology. Volume 3: Cognitive development, 77–166. Nueva York: John Wiley.
4.
BrownJ. S.CollinsADuguidP. (1989). Situated cognition and the culture of learning.Educational Researcher, 18(1), 32–42.
5.
BurtonR. R.BrownJ. S. (1982). An investigation of computer coaching for informal learning activities. EnSleemanD.BrownJ. S. (Eds.), Intelligent tutoring systems, 79–98. Nueva York: Academic Press.
6.
CarraherT. N.CarraherD. W.SchliemannA. D. (1985). Mathematics in the streets and in schools.British Journal of Developmental Psychology, 3, 21–29.
7.
ChiM. T.FeltovichH.GlaserR. (1981). Categorization and representation of physics problems by experts and novices.Cognitive Science, 5, 121–152.
8.
ChiM. T.GlaserR.FarrM.J. (Eds.) (1988). The nature of expertise.Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc.
9.
CollinsA. (1989). Cognitive apprenticeship and instructional technology (Technical Report, n.o474)! Champaign, IL: Center for the Study of Reading.
10.
CollinsA.BrownJ. S.NewmanS. E.(en prensa). Cognitive apprenticeship: Teaching the craft of reading; writing and mathematics. EnResnickL. B. (Ed.), Cognition and instruction: Issues and agendas.Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc.
11.
CormierS. M.HagmanJ. D. (Eds.) (1987). Transfer of learning. Contemporary research and applications.San Diego, CA: Academic Press.
12.
CornoL.SnowR. E. (1986). Adapting teaching to individual differences among learners. EnWittrockM.C. (Ed.), Handbook of research on teaching. Third edition, 605–629. Nueva York: Macmillan.
13.
De CorteE. (Ed.) (1987). Acquisition and transfer of knowledge and cognitive skills.International Journal of Educational Research, 11, 601–712.
14.
De CorteE. (Ed.) (1989, mayo). Ontwerpen van krachtige onderwijsleeromgevingen. (Designing powerful teaching-learning environments). Conferencia presentada en el «Onderwijsresearchdagen 1989», Leiden, The Netherlands.
15.
De CorteE. (Ed.) (En prensa a). Toward powerful learning environments for the acquisition of problemsolving skills. European Journal of Psychology of Education.
16.
De CorteE. (Ed.) (En prensa b). Toward a theory of learning from instruction: The case of cognitive skills. International Journal of Applied Psychology.
17.
De CorteE.VerschaffelL., (1986). Effects of computer experience on children's thinking skills.Journal of Structural Learning, 9, 161–174.
18.
De CorteE.VerschaffelL. (1989). Teaching word problems in the primary schools: what research has to say to the teacher. EnGreerB.MulhernG. (Eds), New directions in mathematics education, 85–106. Londres: Routledge.
19.
De CorteE.VerschaffelL.SchrootenH.IndemansR.HoedemaekersE. (1989, julio). Logo as a vehicle for developing thinking skills in sixth graders. Comunicación presentada en el Tenth Biennial Meetings of the International Society for the Study of Behavioural Development, Jyväskylä, Finland.
20.
DochyF. J. R.c. (1988)” The «prior knowledge state» of students and its facilitating effects on learning: theories and research. (OTIC Research Report 1.2) Heerlen, The Netherlands: Open University.
21.
DweckC. S.ElliotE. S. (1983). Achievement motivation. EnMussenP. H. (Ed.), Handbook of child psychology. Volume4, 643–692. Nueva York: Wiley.
22.
ElshoutJ. (1987). Problem solving and education. EnDe CorteE.LodewijksH.Par- MentierR.SpanR. (Eds.), Learning and instruction. European research in an international context. Volume1, 259–273. Oxford/Leuven: Pergamon Press/Leuven University Press.
23.
EylonB.LinnM. C. (1988). Learning and instruction: An examination of four research perspectives in science education.Review of Educational Research, 58, 251–301.
24.
GarnerRAlexanderP. A.(en prensa). Metacognition: answered and unanswered questions.Educational Psychologist.
25.
KingA. (1989). Verbal interaction and problem-solving within computer-assisted cooperative learning groups.Journal of Educational Computing Research, 5, 1–15.
26.
KintschW. (1989, septiembre). A theory of discourse procesing: Implications for a tutor for word algebra problems. Conferencia presentada en el Third European Conference for Research on Learning and Instruction, Madrid, España.
27.
LepperM. R.GurtnerJ. L. (1989). Children and computers: Approaching the twenty-first century.American Psychologist, 44, 170–178.
28.
LevinR.J.PressleyM. (Eds.) (1986). Learning strategies: Special issue.Educational Psychologist, 21, 1–161.
29.
LidzC. S. (Eds.) (1988). Dynamic assessment: foundations and fundamentals.Nueva York: Guilford Press.
30.
LinnM. C. (1988, abril). Science education and the challenge of technology. Comunicación presentada en el Annual Meeting of the American Educational Research Association, Nueva Orleans, LA.
31.
MartonF.SaljöR. (1984). Approaches to learning. EnMartonF.HounsellD. J.EntwistleN. J. (Eds.), The experience of learning, 36–55. Edinburgh: Scottish Academic Press.
32.
MayerR. E. (Eds.) (1988). Teaching and learning computer programming: Multiple research perspectives.Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc.
33.
MckeachieW. J. (1987). The new look in instructional psychology: Teaching strategies for learning and thinking. EnDe CorteE.LodewijksH.ParmentierR. y p. Span “(Eds.), Learning and instruction. European research in an international context. Volume1,443 456 Oxford/Leuven: Pergamon Press/Leuven University Press.
34.
NewellA.SimonH. A. (1972). Human problem solving.Englewood Cliffs, N.J.: Prentice Hall.
35.
PerkinsD. N.SalomonG. (1989). Are cognitive skills context-bound?Educational Researcher, 18(1), 16–25.
36.
Perret-ClermontA. N.Schubauer-LeoniM. L.(en prensa). Social factors in learning and teaching: Towards an integrative perspective.International Journal of Educational Research.
37.
PiagetJ. (1971). Development and learning. EnRippleE. (Ed.), Readings in learning and human abilities, 184–195. Nueva York: Harper y Row.
38.
ResnickL. B. (1983). Toward a cognitive theory of instruction. EnParísS.G.OlsonG. M.StevensonH. W. (Eds.), Learning and motivation in the classroom, 5–38. Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc.
39.
ResnickL. B. (1987). Learning in school and out.Educational Researcher, 16(9), 13–20.
40.
ResnickL. B. (1989) Developing mathematical knowledge.American Psychologist, 44, 162–169.
41.
RogoffB.LaveJ. (Eds.) (1984). Everyday Cognition: Its development in social context. Cambridge, MA: Harvard University Press.
42.
SalomonGGardnerH. (1986). The computer as educator: Lessons from television research.Educational Researcher, 15(1), 13–19.
43.
SalomonG.GlobersonT.GutermanE.en prensa). The computer as a zone of proximal development: Internalizing reading-related metacognitions from a Reading Partner.Journal of Educational Psychology.
44.
SalomonG.PerkinsD. N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon.Educational Psychologist, 24, 113–142.
45.
ScardamaliaMBereiterC. (1985). Fostering the development of self-regulation in children's knowledge processing. EnChipmanS. F.SegalJ. W.GlaserR. (Eds.), Thinking and learning skills. Volume 2. Research and open question, 563–577. Hillsdale, N J.: Lawrence Erlbaum Associates, Inc.
ScardamaliaM.BereiterC.SteinbachR. (1984). Teachability of reflective processes in written composition.Cognitive Science, 8, 173–190.
48.
SchoenfeldA. H. (1988). When good teaching leads to bad results: the disasters of «well-taught» mathematics courses.Educational psychologist, 23, 145–166.
49.
ShltteV. J.GlaserR.RaghavanK. (1989). Inference and discovery in an exploratory laboratory. EnAckermanP.L.SternbergR. J.GlaserR. (Eds.), Learning and individual differences: Advances in theory and research, 279–326. Nueva York: Freeman.
50.
SimonsP. R. J.BeukhofG. (Eds.) (1987). Regulation of learning. (Selecta). Den Haag: Instituut voor Onderzoek van het Onderwijs.
51.
SpadaH.OpwisK.DonnenJ.SchwierschM.ErnstA. (1987). Ecological knowledge: acquisition and use in problem solving and in decision making.International Journal of Educational Research, 665–685.
52.
VosniadouS. (1988). The reorganization of knowledge with the acquisition of expertise: implications for instruction.EARLI News, n.o7, 2–5.
53.
VosniadouS.BrewerW. F. (1987) Theories of knowledge restructuring in development.Review of Educational Research, 57, 51–67.
54.
VygotskyL. S. (1978). Mind in society. The development of higher psychological processes.Cambridge, MA: Harvard University Press.
55.
WebbN. M.LewisS. (1988). The social context of learning computer programming. EnMayerR. E. (Ed.), Teaching and learning computer programming: Multiple research perspectives, 179–206.Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc.
56.
WeinertF. (1989). The impact of schooling on cognitive development: one hypothetical assumption, some empirical results, and many theoretical implications.EARLY News, n.o8, 3–7.
57.
WengerE. (1987). Artificial intelligence and tutoring systems. Computational and cognitive approaches to the communication of knowledge.Los Altos, CA: Morgan Kaufmann Publishers, Inc.
58.
ZelmanS. (1985, marzo). Individual differences and the computer learning enviroment: Motivational constraints to LOGO. Comunicación presentada en el Annual Meeting of the American Educational Research Association, Chicago, IL.
