Enseñanza de las ciencias

Enseñanza de las ciencias 17 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
1 p, 35.1 KB Índex
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 144-144  
2.
2 p, 101.3 KB Carta-Editorial. Mirando hacia atrás con satisfacción / Gutiérrez, Berta ; Iturriaga Martínez, Hortensia
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 145-146  
3.
7 p, 317.3 KB Diez años de la revista "Enseñanza de las ciencias" : de una ilusión a una realidad" / Moreira, M. A.
This paper is essentially the sequence of overhead transparencies used in tlie opening speech of the IV International Congress on Research in the Didactics of Science and Mathematics, held iri Barcelona, September 13-16, sponsored by the "Enseñanza de las Ciencias" journal. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 147-153  
4.
11 p, 697.1 KB Diez años de investigación en didáctica de las ciencias : realizaciones y perspectivas / Gil Pérez, D.
This paper summarizes the research in science education undertaken by the international community during the past decade, paying a special attention to the Spanish production. We intend to show that science education has improved considerably during this period, becoming a coherent body of knowledge, and we present what could be, in our opinion, the main trends for the next future.
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 154-164  
5.
23 p, 1.4 MB Uso de los ciclos de aprendizaje para la enseñanza de destrezas de razonamiento científico y de sistemas conceptuales / Lawson, A. E.
This paper deals with an important tool in science education, learning cycles. The author covers this topic through a historical perspective about their origins, a theoretical position about their use (covering the nature of declarative and procedural knowledge and the constructive process of formation of concepts and the relationship of the latter with conceptual change), and concludes with a description of the three types of learning cycles and their accomplishment of improving students' declarative and procedural knowledge. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 165-187  
6.
12 p, 777.4 KB Tendencias actuales en la formación del profesorado de ciencias / Furió-Más, Carles (Universitat de València. Departament de Didáctica de les Ciències Experimentals i Socials)
In the last few years, there has been a significant growth of interest in science teacher education. An analysis of recent science teacher education research is offered in this paper. This study answers the major question: What does research tell us about the recent trends in teacher preparation? We are beginning to understand that in the in-service or preservice training is it very important to know the effects of: a) a limited content knowledge; b) the «commonsense» conceptions, behaviors and attitudes about different aspects of science teaching; c) the need of integration «knowledge-practicev in programs of teacher education and that; d) theses obstacles to didactic knowledge adquisition alone will be overcome when the teachers are placed in a situation wfiich explicitly demands a collective reflection through the research.
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 188-199  
7.
6 p, 375.6 KB Ciència y género : autoridad y medida en la enseñanza / Susi, E.
The report begins with the division which exists between teaching and rcsearch, which is considered to be a result of science's incapacity for speaking about itself and transmitting the sense c~fk nowledge which it develops. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 200-205  
8.
11 p, 631.4 KB El trabajo didáctico de los obstáculos, en el corazón de los aprendizajes científicos / Astelfi, J.P.
The great deal of preconceptions that have been collected in the past years by sience education researchers, usually lacks the epistemological component. To consider this component will lead us to a more accurate analysis of the obstacles that a student has to overcome through herlhis instruction. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 206-216  
9.
9 p, 538.7 KB Difficultés dans l'apprentisage du mesurage / Larcher, C. ; Séré, M.G. ; Journeaux, R.
This paper presents the difficulties encountered by students of first University year, when carrying out measurements in order to answer a question concerning the isochronism of oscillations o a simple pendulum. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 217-225  
10.
7 p, 335.6 KB Matèria inerte / Materia viva. ¿Tienen ambas constitución atómica? / Mondelo Alonso, Matilde (Universidade da Coruña) ; Garcia Barros, Susana (Universidade da Coruña) ; Martinez Losada, Cristina (Universidade da Coruña)
Familiarity with and the correct use of the atomic molecular theory is essential for understanding chemical and biological concepts, and students' knowledge of this question has important pedagogical implications. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 226-233  
11.
11 p, 519.4 KB Problemas de terminología en estudios realizados acerca de "lo que el alumno sabe" sobre ciencias / Jiménez Gómez, E. ; Solano Martínez, I. ; Marín Martínez, N.
In this paper we have carried out a bibliographic review of the terms currently used by science education researchers to describe «pupils' knowledge» of Science. Further, we have analised their meanings from the perspective of the methodological framework used and have offered our own proposal, as a result of that review, so as to reach a consensus on both the terminology and the possible range of meanings to bt: used. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 235-245  
12.
9 p, 520.9 KB Evolución y simbiosis de las propensiones esenciales en el escenario de la enseñanza de las ciencias experimentales / Sauleda Parés, N. ; Martínez Ruiz, M. A.
The main prospects on science teaching are analyzed. The recent paradiglns in computer technology have enabled the development of a second generation of instructional design. Additionally, breakthroughs in neuroscience provide a new focus to ecology in the field of science teaching in the general scenario defined by the theory of evolution. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 246-253  
13.
24 p, 1.5 MB Historia, filosofía y enseñanza de las ciencias : la aproximación actual / Matthews, M. R.
This paper traces the use of, and arguments for, the history and philosophy of science in school science courses. Specific attention is paid to the British National Curriculum proposals and to the recommendations of the US Project 2061 curriculum guidelines. [...]
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 255-277  
14.
5 p, 308.6 KB Reseñas bibliográficas
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 279-283  
15.
5 p, 328.1 KB Tesis didácticas
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 284-288  
16.
1 p, 45.2 KB Noticias
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 288-288  
17.
8 p, 506.3 KB Debates
1994
Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 289-296  

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