Table 1.
Observation instrument.
| Criterion | Category systems | Category description | Example | Category code | ||
|---|---|---|---|---|---|---|
| 1. Planning | Inaccurate | The participant indicates where he/she is going to place the piece but he/she does it ambiguously and vaguely, without using specific spatial references (for example, without using references of the type “up/down,” “in the roof area,” “wall”). | The participant says: “This (points to piece 1) goes here (it indicates, without precision, a large space in the upper area of the table)”. | plim | ||
| Accurate | The participant indicates in a concrete and precise way where he/she is going to place the piece and how, using concrete spatial references on what will be the location of the piece, its orientation and/or its relationship with the parts of the house. | The participant says: “This (points to piece 1) I will rotate and put it up here (points to a specific space in the upper area of the table), with this peak up (points to the right angle of the piece), forming the roof of the house”. | plp | |||
| Does not know/Does not answer | The participant does not give any indication about how and where the piece will be placed. | The participant says: “I do not know how the piece goes”. | pln | |||
| 2. Planned or moved piece | One | Piece of the puzzle marked with number 1 | The participant says: “This piece the participant points to the piece marked with number (1) I will put it down”. | uno | ||
| Two | Piece of the puzzle marked with number 2 | The participant rotates the piece marked with the number 2. | dos | |||
| Three | Piece of the puzzle marked with number 3 | The participant tries to place the piece marked with number 3. | tres | |||
| 3. Monitoring | Start | According to the planning | Success | The participant places a piece congruently to how he/she said he/she was going to do it before starting the task, being this location of the correct piece comparatively to the house model to be built. | The participant, during the planning, pointing out piece 1, its sides and vertices indicate that he/she will put the piece on the top of the table, with the vertex of the right angle upwards and the hypotenuse parallel to the bottom edge of the table. When he/she begins to perform the task, takes piece 1 and places it as he/she said. The result of this action is that piece 1 remains as a roof of the house. | acpla |
| Error | The participant places a piece congruently to how he/she said he/she was going to do it before starting the task but the location of the piece is incorrect compared to the model of the house to be built. | The participant, during the planning, pointing piece 2 and its right angle, indicates that he/she will put the piece just at the bottom edge of the table, with its right angle downwards (the vertex of this angle touching the edge of the table) and its hypotenuse up (parallel to the edge of the table). When he/she begins to perform the task, the participant takes piece 2 and places it as he/she said. The result of this action is that piece 2 is not well located comparatively to the model of the house to be built. (It is displaced 180 degrees with respect to what it would be, for example, its correct location to form the roof). | acple | |||
| Not according to planning | Success | The participant places a piece differently to how he/she said he/she was going to do it before starting the task but the location of the piece is correct comparatively to the house model to be built. | The participant, during the planning, pointing piece 2 and its right angle, indicates that he/she will put the piece just at the bottom edge of the table, with its right angle downwards (the vertex of this angle touching the edge of the table) and its hypotenuse up (parallel to the edge of the table). When the task begins, the participant takes piece 2 and places it in another way: he/she places the piece on the top of the table, with the vertex of the right angle upwards and the hypotenuse downwards, parallel to the lower edge of the table. The result of this action is that piece 1 remains as a roof of the house. | naca | ||
| Error | The participant places a piece differently from how he/she said he/she was going to do it before starting the task, being also the location of the incorrect piece comparatively to the house model to be built. | The participant, during the planning, pointing piece 2 and its right angle, indicates that he/she will put the piece just at the bottom edge of the table, with its right angle downwards (the vertex of this angle touching the edge of the table) and its hypotenuse up (parallel to the edge of the table). When he/she begins to perform the task, the participant takes piece 2 and places it in another way: he/she places the piece in the upper area of the table, with its right angle facing left (looking toward the model house) and with its hypotenuse perpendicular to the edge of the table. | nace | |||
| During | Trials | Success | The participant, after a first placement of the three pieces, takes one of them and changes its position or location without giving a reason for it, proving how and where to put it. The result of this new location of the piece is correct comparatively to the house model to be built. | Having placed the three pieces, so that piece 1 and piece 2 form a square as a facade of the house and piece 3 is located at the bottom of this square with the vertex of the right angle touching the square, the participant takes piece 3 and places it on top of the square, with its hypotenuse resting on the square. | taa | |
| Error | The participant, after a first placement of the three pieces, takes one of them and changes its position or location without giving a reason for it, proving how and where to put it. The result of this new location of the piece is incorrect compared to the house model to be built. | Having placed the three pieces, so that piece 1 and piece 2 form a square as a facade of the house and piece 3 is located at the bottom of this square touching with the vertex of the right angle the square, the participant takes piece 3 and places it on top of the square with the vertex of the right angle resting on the square. | tae | |||
| Turns the figure correctly | The participant, after a first placement of the three pieces, rotates in any direction the figure that has formed with the three pieces (it implies therefore to rotate the three pieces together), so that by means of this action it obtains a correct figure comparatively to the model of house to build. | Once pieces 2 and 3 are placed forming a square as a facade and piece 3 is located in the lower part of this, the hypotenuse of the piece 3 touching the lower part of the square, the participant rotates the 3 pieces together 180° toward his/her left. | tga | |||
| Turns the figure incorrectly | The participant, once the three pieces are placed, rotates in any direction the figure that has formed with the three pieces (it implies therefore to rotate the three pieces together), so that by means of this action it obtains an incorrect figure comparatively to the model of house to build. | Once pieces 2 and 3 are placed forming a square as a facade and the piece 3 located in the lower part of this, touching with the vertex of the right angle the lower part of the square, the participant rotates the 3 pieces together 90° toward his/her left. | tge | |||
| End | Solves | The participant correctly solves the task, that is, realizes a house equal to the given house model placing the pieces correctly: He/she places a triangle with its right angle upwards and its hypotenuse downwards, forming the roof of the house. Under this triangle he/she places two triangles joined by their hypotenuses, forming a square as a facade. This square has one of its sides stuck to the hypotenuse of the upper triangle that it gave as a roof, leaving this triangle-roof supported and centered on the caudrado-facade of the house. |  |
rs | ||
| Does not solve | The participant does not solve the task or solves it incorrectly (that is, he does not manage to make a house equal to the given house model). |  |
nrs | |||
| 4. Evaluation | Correct justified | The participant issues a response about his/her successful resolution or not (good/bad) of the puzzle, which is consistent with the reality of the product obtained and issuing criteria based on those who make such a judgment. That is, the participant truthfully argues his/her answer. | Having correctly solved the puzzle, the participant says: “I have done well because the two houses are the same: Look at the roof of this (the participant points to the roof of the model house) and this (the participant points to the roof of the house built). They are the same, they are up, and the walls of this one (he/she points to the model house) and the walls of my house … are the same, they are under the roof ”. | coj | ||
| Correct without justification | The participant issues a response about his/her successful resolution or not (good/bad) of the puzzle, being this congruent with the reality of the product obtained but without explaining or arguing the reasons that lead him/her to make such a decision. | Having correctly solved the puzzle, the participant says: “It's okay”. | cosj | |||
| Incorrect | The participant issues a response about his/her successful resolution or not (good/bad) of the puzzle but this is inconsistent with the reality of the product obtained (regardless of whether he/she justifies his/her answer or not). | Having incorrectly solved the puzzle, the participant says: “It's okay”. | inc | |||
| 5. Adult | Help | The adult participates in any phase of the task suggesting and/or offering the participant explicit clues to the completion of the task. | The adult says to the participant: “Look closely at this piece, are you sure it is well placed?” | aday | ||
| Intervenes | The adult participates in any phase of the task encouraging, reinforcing the child to continue his/her task. | The adult says to the participant “That's it, very well, continue”. | adin | |||