Complexity, Emergence and Embodied Cognition in Education

Roberto Araya Schulz

doi:10.24310/innoeduca.2017.v3i2.3020

Autores/as

Roberto Araya Schulz Universidad de Chile http://orcid.org/0000-0002-9359-5378 (no autenticado)

DOI:

https://doi.org/10.24310/innoeduca.2017.v3i2.3020

Palabras clave:

complejidad efectiva, información, fenómenos que emergen, cognición corporizada, educación matemática

Resumen

fenómenos a partir de más básicos son nociones básicas para entender y mejorar el aprendizaje. Por un lado, con conceptos complejos los estudiantes se desconciertan y el aprendizaje se vuelve muy difícil. Por otro lado, los procesos en los que emergen nuevos fenómenos parecen ser mágicos o ilusiones cognitivas. Parecen basarse en cualidades adicionales que no están incluidas en los fenómenos subyacentes. ¿Puede el docente simplificar las nociones complejas sin cambiarlas? Para ello, argumentamos que la complejidad y el proceso de emerger no son exclusivamente inherentes a objetos o fenómenos. También dependen del sistema perceptivo, motor y cognitivo del estudiante. Así, si el profesor ayuda a conectar nociones y fenómenos con el conocimiento innato y corporizado de los estudiantes, entonces estas nociones se vuelven menos complejas y el fenómeno emergente pierde su magia: se conecta lógicamente con los fenómenos subyacentes. En este artículo presentamos evidencia empírica del efecto en la comprensión de los estudiantes debido a la conexión establecida en dos conceptos matemáticos centrales del currículo y que se consideran muy desafiantes.

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Biografía del autor/a

Roberto Araya Schulz, Universidad de Chile

Invesitiagor Asociado

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