Resumo

PENALVA., María Anahí; CECHO., Analía Cristina  e  TOSTI., Sonia Beatriz. Conceptualizations in university student. InterCambios [online]. 2021, vol.8, n.2, pp.100-111.  Epub 01-Dez-2021. ISSN 2301-0118.  https://doi.org/10.29156/inter.8.2.10.

Concepts are essential to organize the variability of the world. 104 students who took a sample subject in 2019. They were presented with a written test, to determine the conceptualization on the subject and infer: a) if the expressions of the students reflect the development of their cognitive structure; b) if the language used is clear and precise, and c) the presence of previous knowledge. Results: A) a) Conceptualization that reflects a well-developed cognitive structure: 9 cases; b) Does not form concepts that can reflect a well-developed cognitive structure: 48 cases; c) It is not possible to differentiate if there is development of the cognitive structure or if it only remembers previous knowledge: 35 cases; d) It does not approach the formation of concepts: 10 cases; e) They do not respond: 2 cases. B) a) The language in which the concept is expressed is clear and precise: 46 cases; b) There is no clear and/or precise language: 58 cases. C) a) Incomplete previous knowledge: 54 cases; b) Erroneous and incomplete previous knowledge: 9 cases; c) Previous knowledge that has contributed to form the concept is demonstrated: 16; d) No prior knowledge is demonstrated; e) Previous erroneous knowledge: 13 cases. This work constitutes a contribution based on analyzes made by Delgado, Arrieta and Camacho (2012), where certain considerations made by Piaget, Vygotsky, and Ausubel are manifested.

Palavras-chave : cognitive structure; language; prior knowledge.

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