Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics
Descripción del Articulo
In the research, concepts associated with the procedural, attitudinal and cognitive aspects in the teaching and learning of statistics of the Academic Program for Business Development were contrasted. The design of the investigation was documentary and field, of explanatory type. For the conceptual...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2019 |
| Institución: | Universidad César Vallejo |
| Repositorio: | Revistas - Universidad César Vallejo |
| Lenguaje: | español |
| OAI Identifier: | oai:oai.revistas.ucv.edu.pe:article/385 |
| Enlace del recurso: | http://revistas.ucv.edu.pe/index.php/eduser/article/view/385 |
| Nivel de acceso: | acceso abierto |
| Materia: | Procedimental Actitudinal Cognitivo Contrastación Red teórica Procedural Attitudinal Cognitive Testing Theoretical network |
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Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of StatisticsContrastación teórica de aspectos procedimentales, actitudinales y cognitivos en la enseñanza y aprendizaje de EstadísticaHernández Padilla, Lisceth del Carmen Romero Álvarez, Luis Jesús ProcedimentalActitudinalCognitivoContrastaciónRed teóricaProceduralAttitudinalCognitiveTestingTheoretical networkIn the research, concepts associated with the procedural, attitudinal and cognitive aspects in the teaching and learning of statistics of the Academic Program for Business Development were contrasted. The design of the investigation was documentary and field, of explanatory type. For the conceptual construction, the theoretical concepts (unobservable properties) included the definition of the procedural, attitudinal and cognitive. From there, the derivative concepts inherent to the theorists were generated through correspondence rules and by means of an empirical definition the derived concepts were related to the observables (metacodes). A theoretical network was designed. Through the concepts, foci of pedagogical intervention were detected in the immediate attention areas of the context under study.En la investigación se contrastaron conceptos asociados a los aspectos procedimentales, actitudinales y cognitivos en la enseñanza y aprendizaje de Estadística del Programa Académico Desarrollo Empresarial. El diseño de la investigación fue documental y de campo, de tipo explicativo. Para la construcción conceptual, los conceptos teóricos (propiedades no observables) incluyó la definición de lo procedimental, actitudinal y cognitivo. A partir de allí se generaron los conceptos derivados inherentes a los teóricos a través de reglas de correspondencias y por medio de una definición empírica se relacionaron los conceptos derivados con los observables (metacódigos). Se diseñó una red teórica. A través de los conceptos se detectaron focos de intervención pedagógica en las áreas de atención inmediata del contexto en estudio.Universidad César Vallejo2019-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.ucv.edu.pe/index.php/eduser/article/view/38510.18050/RevEduser.v6n1a2REVISTA EDUSER; Vol. 6 Núm. 1 (2019): Enero - Abril; 10-212412-2769reponame:Revistas - Universidad César Vallejoinstname:Universidad César Vallejoinstacron:UCVspahttp://revistas.ucv.edu.pe/index.php/eduser/article/view/385/363https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:oai.revistas.ucv.edu.pe:article/3852022-11-19T02:18:34Z |
| dc.title.none.fl_str_mv |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics Contrastación teórica de aspectos procedimentales, actitudinales y cognitivos en la enseñanza y aprendizaje de Estadística |
| title |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics |
| spellingShingle |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics Hernández Padilla, Lisceth del Carmen Procedimental Actitudinal Cognitivo Contrastación Red teórica Procedural Attitudinal Cognitive Testing Theoretical network |
| title_short |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics |
| title_full |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics |
| title_fullStr |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics |
| title_full_unstemmed |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics |
| title_sort |
Theoretical contrastation of procedimental, attitudinal and cognitive aspects in the teaching and learning of Statistics |
| dc.creator.none.fl_str_mv |
Hernández Padilla, Lisceth del Carmen Romero Álvarez, Luis Jesús |
| author |
Hernández Padilla, Lisceth del Carmen |
| author_facet |
Hernández Padilla, Lisceth del Carmen Romero Álvarez, Luis Jesús |
| author_role |
author |
| author2 |
Romero Álvarez, Luis Jesús |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Procedimental Actitudinal Cognitivo Contrastación Red teórica Procedural Attitudinal Cognitive Testing Theoretical network |
| topic |
Procedimental Actitudinal Cognitivo Contrastación Red teórica Procedural Attitudinal Cognitive Testing Theoretical network |
| description |
In the research, concepts associated with the procedural, attitudinal and cognitive aspects in the teaching and learning of statistics of the Academic Program for Business Development were contrasted. The design of the investigation was documentary and field, of explanatory type. For the conceptual construction, the theoretical concepts (unobservable properties) included the definition of the procedural, attitudinal and cognitive. From there, the derivative concepts inherent to the theorists were generated through correspondence rules and by means of an empirical definition the derived concepts were related to the observables (metacodes). A theoretical network was designed. Through the concepts, foci of pedagogical intervention were detected in the immediate attention areas of the context under study. |
| publishDate |
2019 |
| dc.date.none.fl_str_mv |
2019-04-30 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
| dc.identifier.none.fl_str_mv |
http://revistas.ucv.edu.pe/index.php/eduser/article/view/385 10.18050/RevEduser.v6n1a2 |
| url |
http://revistas.ucv.edu.pe/index.php/eduser/article/view/385 |
| identifier_str_mv |
10.18050/RevEduser.v6n1a2 |
| dc.language.none.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
http://revistas.ucv.edu.pe/index.php/eduser/article/view/385/363 |
| dc.rights.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by-nc-nd/4.0 |
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openAccess |
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application/pdf |
| dc.publisher.none.fl_str_mv |
Universidad César Vallejo |
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Universidad César Vallejo |
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REVISTA EDUSER; Vol. 6 Núm. 1 (2019): Enero - Abril; 10-21 2412-2769 reponame:Revistas - Universidad César Vallejo instname:Universidad César Vallejo instacron:UCV |
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Universidad César Vallejo |
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UCV |
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UCV |
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Revistas - Universidad César Vallejo |
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Revistas - Universidad César Vallejo |
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12.851315 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
