Más allá de las ideas previas como dificultades de aprendizaje : las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de ciencias
Campanario, Juan Miguel
Otero, José C.

Date: 2000
Abstract: In this article we try to go beyond students misconceptions as the only explanation for difficulties in the learning of sciences. We review the main components of a kind of «cognitive conspiration» against the work of science teachers: the preconceptions of students, their patterns of thinking and reasoning, their epistemological beliefs and their metacognitive strategies. Usually, research in science education has focused on the two first elements, although, in recent years, researchers have started to focus on the two last factors that are main obstacles for science learning and are responsible for the failure of many new approaches in science teaching.
Rights: Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades. Creative Commons
Language: Castellà.
Document: Article ; recerca ; article ; publishedVersion
Published in: Enseñanza de las ciencias, V. 18 N. 2 (2000) , p. 155-169, ISSN 0212-4521

Adreça original: https://www.raco.cat/index.php/Ensenanza/article/view/21652


15 p, 130.5 KB

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Articles > Published articles > Enseñanza de las ciencias
Articles > Research articles

 Record created 2006-03-13, last modified 2019-11-05



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