Enseñanza de las ciencias

Enseñanza de las ciencias 17 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
1 p, 33.5 KB Índice
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 249-249  
2.
10 p, 359.1 KB Dificultades en la enseñanza-aprendizaje de los problemas de física y química : II. Opiniones del profesor / Oñorbe de Torre, A. (IB Emilia Pardo Bazán) ; Sánchez Jiménez, J. M. (Universidad de Alcalá de Henares. Departamento de Química Física)
Analysing the ideas with which teachers and pupils confront problems in physics and chemistry. The starting point for this analysis is the compilation of difficulties and causes of failure involved in solving problems raised in a didactic investigation of the subjects. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 251-260  
3.
18 p, 785.8 KB Modelos conceptuales sobre las relaciones entre digestión, respiración y circulación / Núñez, F. ; Banet, E.
Conceptual patterns of the relations digestionlcirculatory system and breathinglcirculatory system, found in a sample of non-university students whose ages range between 11 and 17 years old are described in this work. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 261-278  
4.
10 p, 600.9 KB La investigación activa como herramienta para mejorar la enseñanza de la química : nuevos enfoques / Jong, O. de (Universiteit Utrecht)
In many European countries, chemistry education faces a number of important recurrent difficulties. For example, at the secondary school level, students' interest in chemistry is decreasing and teachers complain that repeated explanation and demonstration are not very effective, which frustrates them. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 279-288  
5.
14 p, 808.6 KB Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundaria / Mellado Jiménez, Vicent (Universidad de Extremadura. Departamento de Didáctica de las Ciencias Experimentales y de las Matemáticas)
The present article describes a research carried out with four student teachers of primary and secondary science education. The preservice teachers' conceptions of the nature of science and learning and teaching of science were analyzed and compared with their classroom practice when teaching science lessons. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 289-302  
6.
12 p, 711.3 KB Hacia una teoría sobre las ideas científicas de los alumnos: influencia del contexto / Posada, José María de
The different constructive psychological theories present some difficulties in order to explain and justify the results obtained by the researches carried out within the field named pupils'conceptions. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 303-314  
7.
8 p, 438.6 KB Concepciones de futuros profesores del primer ciclo de primaria sobre la naturaleza de la ciencia : contribuciones de la formación inicial / Thomaz, M. F. ; Cruz, M. N. ; Martins, I. P. ; Cachapuz, Antonio F.
Research studies have showen that the image of science that students construct during their formal learning is strongly influenced by the teacher's conceptions about the nature of scientific knowledge. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 315-322  
8.
8 p, 433.6 KB ¿Cuándo un contenido académico tiene significado para el alumno? Implicaciones didácticas / Jiménez Gómez, Emma ; Marín Martínez, Nicolás
The importance of identifying the prior ideas of students on a given content is based, among other reasons, on the need to accommodate the teaching processes to the cognitive peculiarities of the pupils. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 323-330  
9.
12 p, 675.0 KB Qué piensan los profesores de cómo se debe enseñar / Fernández González, J. ; Elortegui, N.
Authors propose different types of teacher after working with a group of Primary and Secondary teachers in the Science area. In a structuralistic way, differentiating elements were determinated and abehaviour models in teachingllearning tasks» were established with the intention of expliciting theories behind each practice and, therefore, opening the way to its analysis and evolution.
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 331-342  
10.
8 p, 345.0 KB Explicaciones de procesos termodinámicos a partir del modelo corpuscular : una propuesta didáctica / Cárdenas, Marta ; Ragout de Lozano, Silvia
According to the results of an exploratory research on Thermodynamics, it is concluded that the university students tested prefer explanations which account for underlying mechanisms (batigenous explanations) in physical phenomena analysed during the instruction process. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 343-349  
11.
14 p, 539.2 KB Diseño de un cuestionario de diagnóstico acerca del manejo del concepto de variable en el álgebra / Trigueros, M. ; Reyes, A. ; Ursini, S. ; Quintero, R.
This paper reports the first stage of a project investigating college novice students' interpretations and uses of different realisations of the concept of variable, namely: as unknown, as general number, in functional relationships. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 351-363  
12.
16 p, 952.2 KB El trabajo práctico en la enseñanza de las ciencias : una revisión / Barberà, O. ; Valdés, P.
This article is a review about the effectiveness of practicals in science education at the secondary and tertiary levels. Through more than one hundred references, the authors conclude solid arguments have not been provided to justify the great deal of material and human resources needed for the implementation of this educational tool. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 365-379  
13.
10 p, 660.2 KB El principio de Le Chatelier a través de la historia y su formulación didáctica en la enseñanza del equilibrio químico / Quílez Pardo, J. ; Sanjosé López, V.
The historical evolution of the Le Chatelier's principle is connected with its use in the chemistry classroom. The apparent simplicity in which the Le Chatelier's principle was first formulated and the success achieved in the implementation of some important industrial processes gave it an initial acknowledgement still kept nowadays. [...]
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 381-390  
14.
5 p, 339.1 KB Revisiones bibliográficas
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 391-395  
15.
6 p, 408.9 KB Tesis didácticas
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 395-401  
16.
2 p, 89.9 KB Noticias
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 401-402  
17.
2 p, 118.4 KB V Congreso internacional organizado por enseñanza de las ciencias
1996
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 403-404  

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