TY - JOUR AU - Cárdenas Salgado, Fidel Antonio PY - 1998/01/01 Y2 - 2024/03/28 TI - DESARROLLO Y EVALUACIÓN DE LOS PROCESOS DE RAZONAMIENTO COMPLEJO EN CIENCIAS JF - Tecné, Episteme y Didaxis: TED JA - Tecné. Episteme. Didaxis: TED VL - 0 IS - 3 SE - Artículo de investigación en DO - 10.17227/ted.num3-5702 UR - https://revistas.pedagogica.edu.co/index.php/TED/article/view/5702 SP - AB - <p>Despite the enhanced importance given by science educators and researchers to<br />evaluation in sciences in the past, the search for better and more reliable assessing<br />processes is nowadays a research priority.<br />Although the areas of science to be assessed have been generally accepted as<br />including knowledge of concepts and facts, process skills, science thinking, problemsolving<br />skills, abilities reeded to manipulate laboratoty equipment and the disposition<br />of students to apply scientific knowledge, the impact of assessment on students,<br />teachers and parents has not been overlooked. However, advances in cognitive<br />psychology, science education and research on assessment on science are calling<br />for new dimensions, such as complex reasoning, to be researched in the field.<br />Complex reasoning is a competence included as a desirable outcome of Science<br />education in many Science curricula and is characterized by the following attributes:<br />problem-solving, decision-making and critical and creative thinking. This paper<br />presents a theoretical framework fon assessment in science involving the<br />development of competencies through science education and emphasizes complex<br />reasoning. A working model to categorize assessment tasks in complex reasoning is<br />described and some of the main questions to be researched in the une are stated.<br />The need for interdisciplinary work as well as close interaction with other unes of<br />investigation has also been put forward.<br />It is the main objective of this line of nesearch to explore and propose more<br />systematic assessment processes in science education to trace the evolution of<br />students understandings and achievements mainly in secondary schools.</p> ER -