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dc.rights.licensehttps://creativecommons.org/licenses/by/4.0/es_AR
dc.contributor.authorGoldin, Andrea Paulaes_AR
dc.contributor.authorPedroncini, Oliviaes_AR
dc.contributor.authorSigman, Marianoes_AR
dc.date.accessioned2018-07-20T20:01:34Z
dc.date.available2018-07-20T20:01:34Z
dc.date.issued2017-03-23
dc.identifierdoi: 10.1371/journal.pone.0173584es_AR
dc.identifier.urihttps://doi.org/10.1371/journal.pone.0173584es_AR
dc.identifier.urihttps://repositorio.utdt.edu/handle/20.500.13098/11063
dc.description.abstractSuccessful communication between a teacher and a student is at the core of pedagogy. A well known example of a pedagogical dialog is `Meno', a socratic lesson of geometry in which a student learns (or `discovers') how to double the area of a given square `in essence, a demonstration of Pythagoras' theorem. In previous studies we found that after engaging in the dialog participants can be divided in two kinds: those who can only apply a rule to solve the problem presented in the dialog and those who can go beyond and generalize that knowledge to solve any square problems. Here we study the effectiveness of this socratic dialog in an experimental and a control high-school classrooms, and we explore the boundaries of what is learnt by testing subjects with a set of 9 problems of varying degrees of difficulty. We found that half of the adolescents did not learn anything from the dialog. The other half not only learned to solve the problem, but could abstract something more: the geometric notion that the diagonal can be used to solve diverse area problems. Conceptual knowledge is critical for achievement in geometry, and it is not clear whether geometric concepts emerge spontaneously on the basis of universal experience with space, or reflect intrinsic properties of the human mind. We show that, for half of the learners, an exampled-based Socratic dialog in lecture form can give rise to formal geometric knowledge that can be applied to new, different problems.es_AR
dc.format.extent12 p.es_AR
dc.format.mediumapplication/pdfes_AR
dc.languageenges_AR
dc.relation.ispartofPLoS ONE 12(3): e0173584.es_AR
dc.rightsinfo:eu-repo/semantics/openAccesses_AR
dc.subjectAprendizajees_AR
dc.subjectComunicaciónes_AR
dc.subjectHablaes_AR
dc.subjectGeometríaes_AR
dc.titleProducing or reproducing reasoning? Socratic dialog is very effective, but only for a fewes_AR
dc.typeinfo:eu-repo/semantics/articlees_AR
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_AR
dc.description.filiationFil: Goldin, Andrea Paula. Universidad Torcuato Di Tella, Escuela de Negocios, Laboratorio de Neurociencia, Buenos Aires, Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Buenos Aires, Argentinaes_AR
dc.description.filiationFil: Pedroncini, Olivia. Universidad Torcuato Di Tella, Escuela de Negocios, Laboratorio de Neurociencia, Buenos Aires, Argentinaes_AR
dc.description.filiationFil: Sigman, Mariano. Universidad Torcuato Di Tella, Escuela de Negocios, Laboratorio de Neurociencia, Buenos Aires, Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Ministry of Science, Buenos Aires, Argentinaes_AR


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