Planificar para razonar y planificar para trazar rutas

Resumen

The study examines the planning skill of three 11 years-old girls who worked together during 9 sessions to solve reasoning tasks involving isolation of variables. Levels of collaborative and advance planning were registered. Results demostrated that interaction with peers provides children with experience in coordinating plans and this experience improved their collaborative planning skills over the course of the sessions. Their level of advance planning also improved but did not reach the highest standards. Members of the group were then observed working together to solve a new task involving planning routes. Their results were contrasted with that of another group who also planned routes but who did the reasoning tasks individually. The group with experience in collaborative planning tranferred this ability to the new tasks of planning routes and reached the highest levels on advanced planning. The group without experience in coordinating plans was unable to consistently use and maintain advanced planning strategies. Results indicated that girls transferred the ability of coordinating plans from one task to another, and that they are sensitive to different task demands in their use of advance planning.