Resumen

NAVARRO ROLDAN, Claudia Patricia  y  REYES PARRA, Paola Andrea. Cognitive Changes in the Way of Explaining History by Fifth Grade StudentsMudanças cognitivas na forma de explicar a história em estudantes de quinto grado. Pensam. psicol. [online]. 2016, vol.14, n.2, pp.63-75. ISSN 1657-8961.  https://doi.org/10.11144/Javerianacali.PPSI14-2.ccfe.

Objective. This paper answered how students transformed their historical explanatory model, from a learning sequence based on complexity theory (in six class sessions). Method. Twenty-one fifth grade students were chosen by convenience, to whom we taught emergent ontological properties to explain the multilevel relationships of bipartisan party violence, and their differences with direct ontological properties. The presence or absence of the emerging and direct ontological properties were codified in the written work of the students (n = 126). We analyzed qualitatively how the transformations in the acknowledgement and the use of ontological attributes were generated in order to configure or not a conceptual change in the historical explanation. Results. The findings revealed that students used and articulated some ontological attributes from two different explanatory models (direct and emergent), and we identified three ways to change the historical explanations. Conclusion. Despite students failing to identify all emergent properties as a coherent body of knowledge, they articulated direct and emerging attributes to explain history, which generated biases in understanding the historical phenomenon.

Palabras clave : Conceptual change; learning; complex thinking; history.

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