Enseñanza de las ciencias

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2 p, 62.8 KB Índice
1992 - 10.5565/rev/ensciencias.4658
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 124-124  
1 p, 38.9 KB Editorial
1992 - 10.5565/rev/ensciencias.4659
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 125-125  
12 p, 648.7 KB Los exámenes de Física en la enseñanza por transmisión y en la enseñanza por investigación / Alonso Sánchez, M. ; Gil, D. ; Martínez Torregrosa, J.
In this paper we show the results of a comparative ancilysis between ordinary tests of Physics and Chemistry and the ones used from a constructivist view. The study is focused in two aspects: firstly, it aims to show that the constructivist conception of leaming imposes considerable modifications in the tests content; secondly it highlights the deficiencies found in the tests designed after constructivist teaching. [...]
1992 - 10.5565/rev/ensciencias.4660
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 127-138  
9 p, 994.9 KB La digestión de los alimentos : un plan de actuación en el aula fundamentado en una secuencia constructivista del aprendizaje / Banet Hernández, Enrique (Universidad de Murcia) ; Núñez Soler, F. (Universidad de Murcia)
Nowadays constructivism seems to be quite a sound approach on which to base the processes of teaching and learning sciences. Assuming the basic hypothesis of this thesry, sequences of instruction can be designed that help to improve the work that both, teachers and students carry out. [...]
1992 - 10.5565/rev/ensciencias.4661
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 139-147  
11 p, 558.4 KB Los mapas conceptuales de J.D. Novak como instrumentos para la investigación en didáctica de las ciencias experimentales / González García, Fermín.
This article is a review of Novak's «concept mapping», used as a tool for didactical research. It emphasizes its efficiency, especially with topics related to teachingpearning processes and planning of both curriculum and instruction. [...]
1992 - 10.5565/rev/ensciencias.4662
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 148-158  
6 p, 270.0 KB Errores conceptuales en Geología : los conceptos isotropía-anisotropía y propiedad escalar - propiedad vectorial / Gallegos, José A. (Universidad de Granada. Departamento de Didáctica de las Ciencias Experimentales)
Herein an analysis is offered of the conception that first cycle university students have about the terms Isotropy-Anisotropy and Scale properties-Vectorial properties, that have been learnt only within the school limits. [...]
1992 - 10.5565/rev/ensciencias.4663
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 159-164  
7 p, 262.9 KB La masa no se crea ni se destruye ¿Estáis seguros? / Oñorbe de Torre, A. (I.B. Emilia Pardo Bazán (Madrid)) ; Sánchez Jiménez, J. M. (Universidad de Alcalá. Departamento de Química Física)
From the very outset of the study of chemistry, the concepts of mass, physical and chemical transformations of matter and the law of conservation are fundamental. However, in reality, the learning of these concepts that pupils believe they understand is not very secure. [...]
1992 - 10.5565/rev/ensciencias.4664
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 165-171  
9 p, 747.1 KB Las ideas de los alumnos y alumnas acerca de la estructura celular de los seres vivos / Caballer Senabre, Mª J. ; Giménez, I.
In this article we analyse the spontaneous ideas o€ students of different levels (EGB, BUP, Teacher Training), in relation to the concept of pluricellularity. The resullts obtained show the low level of input of academic intruction in the teaching of the cellular structure of living creatures, despite the fact that this subject is treated repeatedly in primary, secondary and teacher training school.
1992 - 10.5565/rev/ensciencias.4665
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 172-180  
6 p, 304.1 KB El modelo constructivista y las relaciones ciencia/técnica/sociedad / Solbes Matarredona, Jordi (Seminario Permanente de Física y Química (València)) ; Vilches Peña, Amparo (Seminario Permanente de Física y Química (València))
The importance of the relations Science/Technology/Society with teaching and its convergence with the constructivist model in the science teaching-learning process, is shown in this paper. In the same way, the consequences to the students arisen from the lack of these relations in the daily teaching, are also shown.
1992 - 10.5565/rev/ensciencias.4666
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 181-186  
8 p, 353.9 KB Estrutura interna de testes de cohecimento em Física : um exemplo em mecânica / da Silveira, F. Lang (Instituto de Física de UFRGS (Porto Alegre, Brasil)) ; Moreira, Marco Antonio (Instituto de Física de UFRGS (Porto Alegre, Brasil)) ; Axt, R. (Instituto de Física de UFRGS (Porto Alegre, Brasil))
Research findings are presented concerning the internal structure analysis of a multiple choice test constructed to detect whether or not the student has the Newtonian conception of the interrelationship between force and motion. [...]
1992 - 10.5565/rev/ensciencias.4667
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 187-194  
6 p, 331.6 KB Aproximación al conocimiento práctico personal de los profesores de Matemáticas de EGB / Blanco Nieto, L.
This work is placed in the teacher thinking paradigm and wants to show some outcomes from a research in teacher training in order to study the teachers' personal practical knowledge. We have used the qualitative method, mainly, the classroom observation, the interview, and the stimulated recall. [...]
1992 - 10.5565/rev/ensciencias.4668
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 195-200  
5 p, 176.7 KB La meteorología en la enseñanza de las ciencias experimentales : una propuesta interdisciplinar e integradora / Borru, J. M. (Instituto Politécnico F. Vidal i Barraquer (Tarragona, Catalunya)) ; Camps, J. (Instituto Politécnico F. Vidal i Barraquer (Tarragona, Catalunya)) ; Maixé, J. M. (Instituto Politécnico F. Vidal i Barraquer (Tarragona, Catalunya)) ; Planelles, M. (Instituto Politécnico F. Vidal i Barraquer (Tarragona, Catalunya))
In this paper the authors describe a possible introduction of Meteorology into the new secondary education. A didactic approach, as well as examples of contents and activities, is proposed.
1992 - 10.5565/rev/ensciencias.4669
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 201-205  
6 p, 323.2 KB ¿Qué hay que renovar en los trabajos prácticos? / González Eduardo, M. (Universidad Nacional de Córdoba (Argentina))
The article starts presenting four innovative alternatives of practical work at the laboratory. After forestalling layouts intended to teach scientific procedures leaving out knowledge acquisition, we propound practical work, such as solving problems with capacity to grow building theoretical frames.
1992 - 10.5565/rev/ensciencias.4670
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 206-211  
4 p, 194.2 KB ¿Es la masa la medida de la inercia? / Zalamea Godoy, E. (Universidad Nacional de Colombia) ; Paris Espinosa, R. (Universidad Distrital Francisco José de Caldas (Colòmbia))
In this paper we analyse from a critical point of view the definition that has usually been given to inertia as «the resistance that a body presents to its movement being modified». We also reflect on the unwanted didactic implications that this definition -that grants bodies a «property of decision over their own movement»- can have on general physics courses.
1992 - 10.5565/rev/ensciencias.4671
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 212-215  
7 p, 440.4 KB Catastrofismo versus actualismo : implicaciones didácticas / Pedrinaci Rodríguez, Emilio (Instituto Andaluz de Formación del Profesorado (Sevilla, Andalusia))
This paper analises the historic evolution of the «actualist» and "catastrophist" geologic interpretations, describes posible epistemologic obstacles and considers their treatment in the Secondary School.
1992 - 10.5565/rev/ensciencias.4672
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 216-222  
6 p, 346.5 KB El concepto de masa en la física clásica : aspectos históricos y didácticos / Doménech-Carbó, Antonio
Different definitions of mass in classical physics are discussed in basis to their physical representation. The following questions are adressed: a) the quantitas materiae problem, b) dichotomy between inertial and gravitational masses and, c) didactic implications of the different definitíonal modalities.
1992 - 10.5565/rev/ensciencias.4673
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 223-228  
3 p, 189.1 KB Reseñas bibliográficas
1992 - 10.5565/rev/ensciencias.4675
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 229-231  
5 p, 350.1 KB Tesis didácticas
1992 - 10.5565/rev/ensciencias.4674
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 232-236  
1 p, 54.9 KB Noticias
1992 - 10.5565/rev/ensciencias.4676
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 236-236  
4 p, 219.9 KB Experiencias de aula
1992 - 10.5565/rev/ensciencias.4677
Enseñanza de las ciencias, V. 10 n. 2 (1992) p. 237-240  

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