摘要：Durante el proceso resolución de una situación problema que involucra un sistema de engranajes en contexto de juego manipulativo, las acciones de niños(as) de 4 años muestran planes y procedimientos que evidencian el uso articulado de herramientas cognitivas de formula hipótesis y experimentación. Se identifican las transformaciones del funcionamiento cognitivo en los cambios de formatos de representación de conocimientos: exploratorio, intermedio y resolutorio. Participan 60 niños(as), en cuatro intentos de experimentación y dos aplicaciones con intervalos de 15 días. Se privilegia una perspectiva procedural y se apoya en la metodología microgenética. A través de los intentos, el niño elabora premisas, las transforma, las comprueba y extrae conclusiones, re-elabora o genera nuevas premisas, avanzando en su proceso de comprensión. Palabras Claves: Cambio cognitivo, formulación de hipótesis, experimentación, razonamiento físico During the process resolution of a problem that involves a system of gears in context of manipulative game, the actions of 4 year old children show plans and procedures which they demonstrate the articulated use of cognitive tools to formulate hypothesis and experimentation. The transformations of the cognitive operation in the changes of formats of knowledge representation are identified: exploratory, intermediate and resolving. 60 four-year-old children participated in four attempts of experimentation and two applications with intervals of 15 days. A procedural perspective is privileged and it leans in the microgenetic methodology. Through the attempts, the child elaborates anticipated, transforms them, verifies them and draws conclusions, re-elaborates or generates new premises, advancing in his process of understanding. Key words: Cognitive change, formulation of hypothesis, experimentation, physical reasoning.
其他摘要：During the process of solving a problem situation involving a gear system in the context of manipulative game, the actions of four-year old children show plans and procedures that evidence the articulate use of cognitive tools of hypothesis statement and experimentation. We identify transformations of the cognitive functioning in the changes of knowledge representation formats: exploratory, intermediate, and solving. 60 children participated with four experimentation trials and two applications separated by a 15-days interval. A procedural perspective is privileged supported on the microgenetic methodology. Throughout the trials, the child states premises, transforms them, verifies them and draws conclusions, restates or generates new premises, thus advancing in his or her process of understanding
关键词：Problem Solving; Games; Experimental; Cognition in Children
