Enseñanza de las ciencias

Enseñanza de las ciencias 14 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
14 p, 79.0 KB Diseño curricular : indagación y razonamiento con el lenguaje de las ciencias / Jiménez Aleixandre, M.P.
Several questions about what happens inside the classrooms are raised in terms of: Do students «talk science? Do students reason using scientific thinking? How is it possible to design tasks and units to meet these goals? How can we investigate these performances? The inquiry perspective and its connection to science discourse, to reasoning as part of doing science are discussed with examples from a research project on argument.
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 203-216  
2.
15 p, 90.4 KB Educación ambiental : de la acción a la investigación / Mayer, M. (Centro Europeo dell'Educazione (Roma, Itàlia))
Environmental education has developed greatly over the last twenty years, reflecting upon the deep contradiction between the need for human development, which means the need for scientific development and a global market economy, and the need for a better quality of life and natural environment. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 217-231  
3.
17 p, 120.4 KB Del área a la integral : un estudio en el contexto educativo / Turégano Moratalla, P.
We present in this paper the development and results of some research into the concepts of definite integral which manifest themselves in students when this concept is introduced to them through its geometric definition and independently of the derivative.
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 233-249  
4.
10 p, 47.0 KB La alfabetización científica de personas adultas : un enfoque educativo / Martínez Salvá, F.A. ; Latorre, A.
The article departs from the premise that the scientific literacy of adults implies a background allowing them to participate in the communicative mode (Habermas, 1987) to take a decision on the scientific/technological advances that affect us. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 251-260  
5.
9 p, 54.0 KB Modelo de competencias para el campo conceptual aditivo de las magnitudes discretas relativas / Socas, M.M. ; Hernández, J. ; Noda, A.
In this work we propose a competence model that allows us to organize the additive conceptual field for relative discrete magnitudes from the perspective of problem solving. We start off from Piaget's concrete operations subperiod where logical and infralogical groupings, arithmetical group Z and measuring are involved. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 261-269  
6.
18 p, 99.6 KB Conocimiento profesional y epistemología de los profesores, II : estudios empíricos y conclusiones / Porlán Ariza, Rafael (Universidad de Sevilla. Departamento de Didáctica de las Ciencias) ; Rivero García, Ana (Universidad de Sevilla. Departamento de Didáctica de las Ciencias) ; Martín Del Pozo, Rosa (Universidad Complutense de Madrid. Departamento de Didáctica de las Ciencias Experimentales)
In a previous paper we discuss the theoretic and methodological framework which we have considered for studying the professional knowledge of the teachers. In this paper we present a review of some empirical studies with significance to the analysis of the scientific and didactic conceptions of the teachers. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 271-288  
7.
15 p, 119.7 KB Modelos mentales y aprendizaje de física en electricidad y magnetismo / Greca, Ileana Maria (Universidad Federal do Rio Grande do Sul. Instituto de Física) ; Moreira, M.A. (Universidad Federal do Rio Grande do Sul. Instituto de Física)
A study conducted under the framework of Johnson-Laird's mental model theory is described. The objective of such a study was an attempt to categorize introductory college physics students according to the type of mental representations --propositions, images, and models-- they used when solving problems and conceptual questions in electricity and magnetism. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 289-303  
8.
10 p, 54.6 KB Los experimentos que plantean problemas en las aulas de química : dilemas y soluciones / De Jong, O.
The importance of classroom experiments in school science curricula is accepted generally. Nevertheless, a broad variety of difficulties in laboratory teaching as well as difficulties in learning from practical experiences is reported. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 305-314  
9.
7 p, 38.8 KB Problemas con el lenguaje científico en la escuela : un análisis desde la observación de clases de ciencias naturales / Galagovsky, Lydia R. (Universidad de Buenos Aires. Centro de Formación e Investigación en Enseñanza de las Ciencias) ; Bonán, L. (Universidad de Buenos Aires. Centro de Formación e Investigación en Enseñanza de las Ciencias) ; Adúriz-Bravo, Agustín (Universidad de Buenos Aires. Centro de Formación e Investigación en Enseñanza de las Ciencias)
The present report describes examples and reaches conclusions concerning failures in class communication between science teachers and their students. A general situation characterised as «empty discourse» could be observed through analysing classes recorded by students belonging to last year in Science Teaching degrees. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 315-321  
10.
8 p, 53.5 KB De loa obstáculos epistemológicos a los conceptos estructurantes : una aproximación a la enseñanza-aprendizaje de la geología / García Cruz, C.M.
Starting from the Bachelard's model of knowledge construction based upon the notion of scientific change through epistemological obstacles, breaks and acts, Gagliardi's ideas about the structurant concepts, as a first approach to the learning-teaching of geology, are analysed. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 323-330  
11.
9 p, 56.4 KB El debate sobre la masa relativista : el problema definicional y otros aspectos epistemológicos / Doménech Carbó, A.
Some epistemological issues concerning the controversy of relativistic mass, including the translation/incommensurability problem, are presented. Properties of classical and relativistic masses and alternative ontological, functional, relational, and operational definitions are compared, including, ab initio, an operational definition of relativistic mass. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 331-339  
12.
11 p, 66.2 KB Por unas ciencias ambientales y unas ciencias de la tierra : reflexiones críticas y propuestas para un debate / Pascual Trillo, J.A.
Earth and Environmental Sciences are analysed in criticism form. A differentiation of Environmental Sciences and Earth Sciences as different subjects is proposed. In the case of Environmental Sciences, a «taxonomy» of contents is included with the purpose of facilitating the programme of the subject. [...]
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 341-351  
13.
14 p, 78.8 KB Hacia la innovación de las actividades prácticas desde la formación del profesorado / García Barros, Susana (Universidade da Coruña) ; Martinez Losada, Cristina (Universidade da Coruña) ; Mondelo Alonso, Matilde (Universidade da Coruña)
This study presents the development of a didactic approach oriented towards teacher-training, carried out among 147 in-service and trainee teachers. Apart from gathering information concerning the teachers' thoughts about practical work, it also contains a comparative critical analysis directed towards detecting which concrete objectives allow the development of traditional and research practices.
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 353-366  
14.
5 p, 28.4 KB Tesis didácticas
1998
Ensenanza de las Ciencias, V. 16 N. 2 (1998) , p. 367-371  

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