Enseñanza de las ciencias

Enseñanza de las ciencias 18 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
8 p, 146.9 KB Índice
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 153-160  
2.
10 p, 117.8 KB Internet como instrumento de formación de los maestros de ciencias : ¿agente transformador o catalizador de la reproducción cultural? / Tobin, Kenneth
This article describes a postgraduate programme in mathematics and sciences education for teachers of primary and secondary schools in areas with ethnic groups that are marginated in the educational system. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 155-164  
3.
14 p, 372.3 KB Las imágenes de digestión y excreción en los textos de primaria / Pérez de Eulate González, Lourdes (Universidad del País Vasco. Escuela Universitaria de Formación del Profesorado de Álava) ; Llorente Cámara, Enrique (Universidad del País Vasco. Escuela Universitaria de Formación del Profesorado de Álava) ; Andrieu, Amaya (Universidad del País Vasco. Escuela Universitaria de Formación del Profesorado de Álava)
In this study we compare seven textbooks of Natural Science in four levels of elementary school. We make an analysis of digestion and excretion illustrations (pictures and labels). There is evidence that pictures have problems which can bias the understanding of those topics. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 165-168  
4.
14 p, 140.7 KB ¿Cómo enseñar ciencias? : principales tendencias y propuestas / Campanario, Juan Miguel ; Moya, Aida
In this article we review the main current tendencies and approaches for teaching science. We analyze each one of these proposals and evaluate their main advantages and shortcomings.
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 179-192  
5.
18 p, 226.6 KB ¿Utilizan los alumnos esquemas conceptuales en la interpretación del sonido? / Saura Llamas, Octavio ; de Pro Bueno, Antonio
The origin of this work can be traced to investigations that have centred on the students' previous knowledge that conditions their learning process. There are, however, two aspects which must be taken into account: firstly, to know about the students' previous ideas should no be considered as an end in itself but as the starting point towards deliberate intervention and, secondly, when someone uses his knowledge, he does it with conceptual structures and with certain strategies related to them. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 193-210  
6.
15 p, 187.3 KB Los problemas de lápiz y papel en la formación de profesores / Martínez Losada, Cristina (Universidade da Coruña) ; García Barros, Susana (Universidade da Coruña) ; Mondelo Alonso, Matilde (Universidade da Coruña) ; Vega Marcote, Pedro (Universidade da Coruña)
In this article a didactic approach for both initial and ongoing teacher training is presented, oriented towards the teaching and learning of paper and pencil problem-solving. Taking as a starting point teachers' ideas of the educational possibilities of the problems which are generally used in Science classes (objectives reached and specific procedures which they develop), it then goes on to analyse and evaluate concrete traditional and innovative problem-solving models. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 211-225  
7.
19 p, 159.1 KB Concepciones de los alumnos sobre el enlace químico antes, durante y después de la enseñanza formal : problemas de aprendizaje / De Posada, José María
This paper describes the BUP and COU students' ideas (15-18 years old) about the continuity/discontinuity, atomic/ molecular conception, nature of the intramolecular and intermolecular bonds, as the notions of lattice and ion. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 227-245  
8.
12 p, 131.0 KB Un estudio acerca de las diferencias de género en la resolución de problemas científicos / Postigo, Yolanda (Universidad Autónoma de Madrid. Departamento de Psicologia Básica) ; Pérez Echeverría, María del Puy (Universidad Autónoma de Madrid. Departamento de Psicologia Básica) ; Sanz, Ángeles (Universidad Autónoma de Madrid. Departamento de Psicologia Básica)
This paper analyses the possible differences between Spanish secondary-school students (girls and boys) in solving mathematical and chemical tasks including relevant concepts and procedures from the curriculum in both areas. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 247-258  
9.
14 p, 126.9 KB Construcción social del concepto de número real en alumnos de secundaria : aspectos cognitivos y actitudinales / Romero, Isabel ; Rico, Luis
During the school year 1993-94, we carried out an action-research experience with 14-15 year-old students aimed to study their understanding of real numbers. One of the main features in the introduction of the topic was the work on problematic situations. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 259-272  
10.
8 p, 87.7 KB Un estudio sobre el rozamiento en libros de física de nivel universitario / Concari, Sonia Beatriz ; Pozzo, Roberto Luís ; Giorgi, Silvia María
This work analyses the treatment that is given to friction phenomena in a sample of fifteen physics textbooks for undergraduate level. From this analysis it emerges that friction phenomena is treated fragmentarily. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 273-280  
11.
10 p, 87.0 KB El quehacer científico versus el quehacer áulico : buscando rasgos del quehacer científico en libros de texto / Islas, Stella Maris ; Guridi, Verónica Marcela
Here we outline a search for features of the scientific tasks in the paper-and-pencil and experimental activities proposed in the textbooks mostly used in Tandil. The topics selected were electric current, direct current circuits and electrical current effects. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 281-290  
12.
19 p, 153.0 KB Los niveles de Van Hiele y la taxonomía solo : un análisis comparado, una integración necesaria / Huerta, M. Pedro
In this paper we present a compared analysis of related aspects on van Hiele's theory and SOLO Taxonomy. We analyze the possibility of identifying learning cycles into van Hiele's levels of reasoning. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 291-309  
13.
10 p, 108.1 KB ¿Tiene sentido seguir distinguiendo entre aprendizaje de conceptos, resolución de problemas de lápiz y papel y realización de prácticas de laboratorio? / Gil Pérez, Daniel (Universitat de València) ; Furió-Más, Carles (Universitat de València) ; Valdés, Pablo (Instituto Superior Pedagógico EJ Varona (La Habana, Cuba)) ; Salinas, Julia (Universidad de Tucumán (Argentina)) ; Martínez Torregrosa, Joaquín (Universidad de Alicante) ; Guisasola Aranzabal, Jenaro (Universidad del País Vasco. Departamento de Física Aplicada) ; González, Eduardo (Universidad de Córdoba (Argentina)) ; Dumas Carré, Andrée (Université París 7) ; Goffard, Monique (Université París 7) ; Pessoa de Carvalho, Anna M. (Universidade de São Paulo)
Nuestra pretensión en este trabajo es cuestionar la distinción clásica entre «teoría», «prácticas de laboratorio» y «problemas». Intentaremos mostrar qué investigaciones realizadas en los tres campos privan de sentido a esta separación que, conviene notar, no guarda paralelismo alguno con la actividad científica real.
Our aim with this paper is to question the typical distinction between «theory», «lab» and «paper and pencil problemsolving» activities. We intend to show that research done on these domains does not support their separation in the teaching/learning process. [...]

1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 311-320  
14.
6 p, 73.3 KB Reflexiones sobre la ciencia y la epistemología científica / Gallegos, José A.
From the epistemologic point of view, some constructivist trends seem to border on a extreme idealism of kantian overtones; they suggest that the natural world has no existence apart from what the individual creates in his mind. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 321-326  
15.
5 p, 50.4 KB Ideas epistemológicas de Laudan y su posible influencia en la enseñanza de las ciencias / Colombo de Cudmani, Leonor
Sience the 60's, alternative epistemologies have been questioning in depth the rationality of science and scientific progress as well. This has not always produced positive results in the field of Science Education. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 327-331  
16.
9 p, 81.2 KB El diálogo, un género literario olvidado en la enseñanza de las ciencias / Martínez Torres, E.
The use of dialogue in the teaching of Science is proposed in this paper. This literary form is an organised exposition of contrasting intellectual attitudes that has long been used as a vehicle for the expression of ideas in Philosophy, Science, Art, etc. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 333-341  
17.
7 p, 76.5 KB La axiomatización en la enseñanza secundaria : una opción didáctica / Alemañ Berenguer, Rafael Andrés ; Pérez Selles, J.F.
In this article the possibility of using the logic axiomatization of a scientific theory as another tool in the process of learning as a conceptual change is discussed. This way of teaching has to show certain features and ensure that debates in the classroom are centered on the logic connections between deductions. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 343-349  
18.
4 p, 57.2 KB Tesis didácticas
1999
Ensenanza de las Ciencias, V. 17 N. 2 (1999) , p. 351-354  

Us interessa rebre alertes sobre nous resultats d'aquesta cerca?
Definiu una alerta personal via correu electrònic o subscribiu-vos al canal RSS.