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The joint probability in a self-validation process

This article contains a part of a research report on the self-validation processes that engineering students developed through a virtual learning environment. It deals with the analysis of the arguments that the engineering students found in conceptual map-type schemes for three problematic...

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Autor Principal: Parada, Fernando León
Formato: Artículo revista
Lenguaje:spa
Publicado: Universidad Nacional del Litoral 2020
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/9626
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spelling oai:bibliotecavirtual.unl.edu.ar:article-96262020-09-26T05:26:15Z The joint probability in a self-validation process La probabilidad conjunta en un proceso de autovalidación Parada, Fernando León This article contains a part of a research report on the self-validation processes that engineering students developed through a virtual learning environment. It deals with the analysis of the arguments that the engineering students found in conceptual map-type schemes for three problematic situations that, in tests of three different instances, asked them closed questions about probability with response options that were intended to incur them in reasoning biases. The three situations of the instances were intended to incur students in the fallacy of the conjunction, altering the extension rule and its independence from the context, and De Morgan’s second law, due to ambiguous options in the context. The tests consisted in having the previous learning about the topic and the strategy of the map develops their self-validation processes of the answers they had selected at the beginning. The results of the instances agreed that those who gave up their inappropriate responses were the majority with respect to those who insisted on the correct answers. This didactic phenomenon is part of a doctoral dissertation at the Doctorado Interinstitucional en Educacion of the Universidad Distrital Francisco José de Caldas of Bogotá, Colombia. Este artículo contiene una parte de un informe de investigación sobre los procesos de autovalidación que desarrollaron estudiantes de ingeniería a través de un ambiente virtual de aprendizaje. Trata el análisis de los argumentos que encontraron los estudiantes de ingeniería en esquemas tipo mapa conceptual para tres situaciones problemáticas que, en pruebas de tres instancias distintas, les plantearon preguntas cerradas sobre probabilidad con opciones de respuesta que pretendían incurrirles en sesgos de razonamiento. Las tres situaciones de las instancias pretendían incurrir a los estudiantes en la falacia de la conjunción, alterando la regla de extensión y su independencia del contexto, y la segunda ley de De Morgan, debido a opciones ambiguas en el contexto. Las pruebas consistían en hacer que con los aprendizajes previos sobre el tema y la estrategia del mapa desarrollaran sus procesos de autovalidación de las respuestas que hubieran seleccionado al comienzo. Los resultados de las instancias coincidieron en que quienes desistían de sus respuestas inapropiadas fueron mayoría respecto de quienes insistían en las respuestas correctas. Este fenómeno didáctico hace parte de una disertación doctoral en el Doctorado Interinstitucional en Educación de la Universidad Distrital Francisco José de Caldas de Bogotá, Colombia. Universidad Nacional del Litoral 2020-09-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/9626 10.14409/yu.v0i12.9626 Yupana; Núm. 12 (2018): Yupana; 40-53 Yupana; No 12 (2018): Yupana; 40-53 2362-5562 1668-7035 10.14409/yu.v0i12 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/9626/12900 info:eu-repo/semantics/openAccess Derechos de autor 2020 Yupana
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description This article contains a part of a research report on the self-validation processes that engineering students developed through a virtual learning environment. It deals with the analysis of the arguments that the engineering students found in conceptual map-type schemes for three problematic situations that, in tests of three different instances, asked them closed questions about probability with response options that were intended to incur them in reasoning biases. The three situations of the instances were intended to incur students in the fallacy of the conjunction, altering the extension rule and its independence from the context, and De Morgan’s second law, due to ambiguous options in the context. The tests consisted in having the previous learning about the topic and the strategy of the map develops their self-validation processes of the answers they had selected at the beginning. The results of the instances agreed that those who gave up their inappropriate responses were the majority with respect to those who insisted on the correct answers. This didactic phenomenon is part of a doctoral dissertation at the Doctorado Interinstitucional en Educacion of the Universidad Distrital Francisco José de Caldas of Bogotá, Colombia.
author Parada, Fernando León
spellingShingle Parada, Fernando León
The joint probability in a self-validation process
author_facet Parada, Fernando León
author_sort Parada, Fernando León
title The joint probability in a self-validation process
title_short The joint probability in a self-validation process
title_full The joint probability in a self-validation process
title_fullStr The joint probability in a self-validation process
title_full_unstemmed The joint probability in a self-validation process
title_sort joint probability in a self-validation process
publisher Universidad Nacional del Litoral
publishDate 2020
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Yupana/article/view/9626
_version_ 1686073060648550400
score 11.8626

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