Evaluación cognitiva constructiva cronométrica del aprendizaje sobre derecho mexicano en estudiantes de educación media superior
DOI:
https://doi.org/10.70298/ConCiencia.11-1.e0381Palabras clave:
aprendizaje académico, esquemas de conocimiento, evaluación cognitiva, estudiantes , educación media superiorResumen
Este estudio exploró el efecto cognitivo del aprendizaje académico sobre el esquema de conocimiento de Derecho Mexicano en estudiantes de nivel medio superior. Los participantes desarrollaron una tarea de redes semánticas naturales, ellos definieron diez conceptos objetivo utilizando verbos, sustantivos o adjetivos (definidores), y calificaron la calidad de cada definidor de acuerdo con el grado de relación conceptual entre este y el concepto objetivo. Los resultados señalaron la existencia de un pre-esquema de conocimiento sobre el Derecho Mexicano en la memoria de los estudiantes antes de iniciar el curso, el cual presentó modificaciones en el contenido y la organización cognitiva después del curso, lo que sugirió que la exposición al contenido académico de la materia produjo una modificación sobre diferentes dimensiones cognitivas del aprendizaje. Estos hallazgos contribuyen a validar metodológica y teóricamente la evaluación cognitiva constructiva cronométrica como una herramienta valiosa para detectar las características cognitivas en la construcción del conocimiento en este campo disciplinar.
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Derechos de autor 2026 Mtra. Marisol Sánchez Hernández, Dra. Guadalupe Elizabeth Morales Martínez
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
