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A study of the behaviour of teacher students when solving ill-defined problems. (Estudio del comportamiento de alumnos de magisterio en la resoluci├│n de problemas mal definidos.) (Spanish)
Guiniguada, No. 8-9, 367-384 (1999-2000).
En este trabajo, tras una revision bibliografica de la nocion de problema, donde observamos los multiples intentos of caracterizarla, organizarla y clasificarla, asi como la existencia de las dificultades para hacer clasificaciones precisas de los problemas, presentamos una propuesta de caracterizacion de problemas bien y mal definidos y mostramos los resultados de una experienca con alumnos universitarios, a los que se les ha enfrentado a la resolucion de problemas mal definidos en diferentes contextos, con el objetivo de analizar su comportamiento en la fase de preparacion. Los datos muestran las dificultades que tienen los alumnos para diferenciar los problemas mal definidos, que varian segun los contextos, y como sus actuaciones estan dirigidas, principalmente, por el objetivo del problema y por la tipologia del mismo (faltan o sobran datos), encontrandose algunos comportamientos regulares (invariantes).
In this work, after a bibliographical review of the problem notion, where we observe the multiple attempts at characterizing, organizing and classifying it as well as the existence of the difficulties to make precise classifications of the problems, we put forward a proposal for characterizing well and ill-defined problems and we give the results of an experience carried out with university students who worked on ill-defined problems in various contexts in order to analyse their behaviour at the preparation stage. The data obtained show the difficulties students have in differentiating ill-defined problems, which vary according to the context, and how their actions are determined mainly by the aim of the problem and by its typology (too few or too many data). Some regular types of behaviour (invariants) are also found. (orig.)
Classification: C35
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