Enseñanza de las ciencias

Enseñanza de las ciencias 17 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
1 p, 40.1 KB Índice
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 0-0  
2.
1 p, 41.0 KB Editorial
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 1-1  
3.
12 p, 732.6 KB Más allá del conocimiento : los desafíos epistemológicos y sociales de la enseñanza mediante el cambio conceptual / Duschl, R. A.
The focus of this paper is on the generic assessment practices teachers need to adopt in order to support the shift in perspective about classroom management. This research show that actions, practices, products and discourse patterns of the classroom can provide the necessary assessment information in the epistemic, cognitive, and social domains teachers need to facilitate science learning.
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 3-14  
4.
10 p, 557.7 KB Educación tecnológica : una nueva asignatura en todo el mundo / Gilbert, J. K.
This paper has three interlocking themes. The first relates to rationales for the inclusion of technology education in the school curriculum worldwide. The second deals with the issues that have to be addressed as that inclusion is either made or extended. [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 15-24  
5.
11 p, 691.7 KB Enseñanza para un cambio conceptual : ejemplos de fuerza y de movimiento / Hewson, P. W. ; Beeth, M. E.
In this article the possibility of learning as a conceptual change and the way of teaching appropriate for this is discussed. This teaching has to have certain characteristics and ensure that the debate in the classroom is centered on the explicit ideas of the children, the status of which must be discussed and negotiated. [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 25-35  
6.
10 p, 463.2 KB Secuencia de enseñanza sobre el electromagnetismo / Meneses Villagrá, J. A. ; Caballero Sahelices, M. C.
In orden to plan the teaching sequence of any physical topic, we consider essential to bear in mind three factors, at least: the scientific problems that arise from the subjects to be studied, the conceptions of the students to whom the teaching is addressed, and above all, the strategies and methodological process to be taken. [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 36-45  
7.
9 p, 452.9 KB Una investigación sobre habilidades para el aprendizaje científico / Bandiera, J. ; Duprè, F. ; Ianniello, M. G. ; Vicentini Missoni, M.
We report on the natural sciences aspects (physics and biology) of arnore complete research on the prerequisites which university teachers expect from freshmen, and the actual capabilities of students at the end of their secondary school. [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 46-54  
8.
11 p, 485.4 KB La energía como núcleo en el diseño curricular de la física / Pérez-Landazábal, M. C. ; Favieres, A. ; Manrique del Campo, Mª J. ; Varela, P.
A research' study on an approach to Physics teaching, at a basic level, centered on energy is presented. This study, framed on the Constructivist theory of learning, has led to the design of curricula materials and their implementation and evaluation in secondary classrooms. [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 55-65  
9.
6 p, 225.0 KB Motivación hacia la química / Morán, J. A. de ; Bullaude, M. R. G. de ; Zamora, M. M. K. de
The attitude towards a discipline is decisively important for learning, especially for difficult subjects, such as Chemistry. In this paper we have intented to evaluate, into two groups of universitary students, the attitude towards Chemistry, the determinant factors, and the relationship between the attitude and the rank of knowledge of basic chemistry. [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 66-71  
10.
9 p, 461.2 KB Errores conceptuales en el estudio del equilibrio químico: nuevas aportaciones relacionadas con la incorrecta aplicación del principio de Le Chatelier / Quílez Pardo, J. ; Sanjosé López, V.
The limited usefulness of the Le Chatelier's principle and its vague and ambiguous formulation may be some of the sources of misconceptions in chemical equilibrium. To diagnose misconceptions a written test was administered to 170 first-year students. [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 72-80  
11.
14 p, 639.7 KB Ideas previas y cambio conceptual en astronomía : un estudio con maestros de primaria sobre el día y la noche, las estaciones y las fases de la Luna / Camino, N. (Universidad Nacional de la Patagonia)
In this paper we present an experience developed with primary teachers which led to the design of a course, from a constructivistic point of view, on those concepts related to Astronomy included in primary curricula (day and night, seasons, moon phases). [...]
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 81-96  
12.
10 p, 316.6 KB Estudio sobre el comportamiento visual en álgebra de los alumnos del segmento educativo 14-16 / Meavilla Seguí, V.
The visual characterisation in Algebra of a sample of pupils in the 14-16 age-group has been studied. In this paper we suggest, in the light of the results of the study, didactic recommendations for the exploitation of visual reasoning in the teaching of Algebra in schools.
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 97-105  
13.
6 p, 252.6 KB Aplicación didáctica de la balanza "pesaoro" de Arquímedes / Salvat Altés, A. ; Sánchez Real, José
In this article two methods are exposed -with its practical application in the school- in order to discover whether the golden crown of King Hieron III from Siracusa (III c. bC) was totally made of gold or, on the contrary, the goldsmith who had made it, changed by silver part of the gold given by rhe King.
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 107-112  
14.
6 p, 385.6 KB Otros trabajos
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 113-118  
15.
2 p, 879.8 KB Grupos de Trabajo
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 119-120  
16.
11 p, 778.3 KB Tesis didácticas
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 121-131  
17.
1 p, 53.4 KB Noticias
1995
Enseñanza de las Ciencias, V. 13 n. 1 (1995) p. 131-131  

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