Enseñanza de las ciencias

Enseñanza de las ciencias 16 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
8 p, 224.0 KB Índice
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 357-357  
2.
18 p, 531.5 KB Dificultades conceptuales y epistemológicas del profesorado en la enseñanza de los conceptos de cantidad de sustancia y de mol / Furió-Más, Carles (Universitat de València. Departament de Didáctica de les Ciències Experimentals i Socials) ; Azcona, Rafael (IB de Hondarribia (Hondarribia, País Basc)) ; Guisasola Aranzabal, Jenaro (Universidad del País Vasco. Departamento de Física Aplicada)
In this work we describe the origin and evolution of the meaning of «amount of substance» and mole concepts considering the contributions made by the History of Chemistry. Moreover, we state the serious disagreement on these concepts between Chemistry teachers' present thought and the recommendations of the international scientific community. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 359-376  
3.
19 p, 740.3 KB Características del conocimiento científico : creencias de los estudiantes / Vázquez Alonso, Ángel (Universitat de les Illes Balears. Departament de Pedagogia Aplicada i Psicologia de l'Educació) ; Manassero Mas, María Antonia (Universitat de les Illes Balears. Departament de Psicologia)
This paper studies the attitudes and beliefs of students from all educational stages about some characteristics of scientific knowledge. These characteristics are the nature of scientific models and classification schemes, the tentativeness in science, the nature of scientific method, the social influence on scientific knowledge and the controversies within the scientific community. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 377-395  
4.
14 p, 498.3 KB La ciencia que no enseñamos / Campanario, Juan Miguel
Although it is acknowledged that the history and philosophy of science can help in science teaching, an important part of these contents that are included in the curriculum do not take into account key features of this activity. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 397-410  
5.
19 p, 376.0 KB Planificación de unidades didácticas por los profesores : análisis de tipos de actividades de enseñanza / de Pro Bueno, Antonio (Universidad de Murcia. Departamento de Didáctica de las Ciencias Experimentales)
The study aims at the professional development of teachers by looking at the process of how they plan their teaching acts. For that, didactic units designed and elaborated by teachers of Experimental Sciences in Secondary Education are analyzed. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 411-429  
6.
10 p, 239.2 KB Estudio de algunas variables que afectan la comprensión de textos de física / Macías, Ascensión ; Castro, José I. ; Maturano, Carla I.
The problem about the comprehension of Physics Texts by students of the First Courses at University is the axis of analysis in this paper. Our intention is to know the learning strategies that our university students use to comprehend a scientific text. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 431-440  
7.
12 p, 472.1 KB Concepciones alternativas y dificultades de aprendizaje en electrostática : selección de cuestiones elaboradas para su detección y tratamiento / Furió-Más, Carles (Universitat de València. Departament de Didáctica de les Ciències Experimentals i Socials) ; Guisasola Aranzabal, Jenaro (Universidad del País Vasco. Departamento de Física Aplicada)
The work we are presenting here tries to summarise the contributions made by research on the ideas and difficulties of students within the field of Electrostatics. These researches reveal that the concepts introduced in this domain, such as electric field and potential, are necessary prerequisites so as to acquire a scientific vision of electromagnetic phenomena. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 441-452  
8.
9 p, 263.0 KB La ecuación lineal con dos variables : entre la unicidad y el infinito / Panizza, Mabel ; Sadovsky, Patricia ; Sessa, Carmen
In this work we show the results of a study we have done on 6 students dealing with two variable linear equations, when they have previously elaborated a conception --in the context of one variable linear equation-- according to which equations are numerical equalities and letters are numbers to be discovered. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 453-461  
9.
14 p, 453.1 KB Evolución histórica del concepto de límite funcional en los libros de texto de bachillerato y curso de orientación universitaria (COU) : 1940-1995 / Sierra Vázquez, Modesto (Universidad de Salamanca. Departamento de Didáctica de la Matemática y Didáctica de las Ciencias Experimentales) ; González Astudillo, María Teresa (Universidad de Salamanca. Departamento de Didáctica de la Matemática y Didáctica de las Ciencias Experimentales) ; López Esteban, Carmen (Universidad de Salamanca. Departamento de Didáctica de la Matemática y Didáctica de las Ciencias Experimentales)
In this paper, we study the historical development of the concept of functional limit in the textbooks of bachillerato and COU during the last fifty years. We analyse twenty-seven books in three stages. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 463-476  
10.
16 p, 501.1 KB Tirando del hilo de la madeja constructivista / Marín Martínez, Nicolás ; Solano Martínez, Isabel ; Jiménez Gómez, Enrique
A bibliographical revision of those papers which deal specifically with the controversies and problems of constructivism in Science Education, has permitted us, to make an overview of the origins, bases and pedagogical proposals of the different ways of understanding constructivism. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 477-492  
11.
10 p, 321.2 KB Constructivismo radical, marco teórico de investigación y enseñanza de las ciencias / Martínez Delgado, Alberto
The article on radical constructivism criticizes its claim of being an original paradigm as well as criticizing some contradictions and scarcely justified theoretical leaps, and some specific problems over previous ideas in teaching and theoretical frames in scientific research. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 493-502  
12.
10 p, 317.2 KB ¿Puede hablarse de consenso constructivista en la educación científica? / Gil Pérez, Daniel ; Carrascosa Alís, Jaime ; Dumas Carré, Andrée ; Furió Mas, Carles ; Gallego, Rómulo ; Gené Duch, Anna ; González, Eduardo ; Guisasola, Jenaro ; Martínez-Torregrosa, Joaquín ; Pessoa de Carvalho, Anna M. ; Salinas, Julia ; Tricárico, Hugo ; Valdés, Pablo
In this paper we analyse some of the criticisms that are being made to the «constructivist paradigm» and their implications on the development of the didactic of the sciences as a theoretical body knowledge.
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 503-512  
13.
8 p, 209.2 KB Más allá del cambio conceptual : el aprendizaje de la ciencia como cambio representacional / Pozo, Juan Ignacio
In this article we present some reflections on the cognitive changes that should happen in the students' minds when they learn science, as well as on the didactic strategies that could foster such changes.
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 513-520  
14.
11 p, 396.9 KB Características del proceso de enseñanza-aprendizaje de la física en las condicionescontemporáneas / Valdés Castro, Pablo ; Valdés Castro, Rolando
The thesis that one of the fundamental objectives of science education is «to transmit» to the new generations the essential elements of scientific research experience acquired by mankind is argued. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 521-531  
15.
10 p, 250.7 KB Propuesta de un modelo de trabajos prácticos de física en el nivel universitario / García Sastre, P. ; Insausti, M.J. ; Merino, M.
We present in this paper a model of practical works in Physics at University level. It has been designed as a result of the research implemented during three years. Our goal has been to achieve a type of practical work according to the educational principles of openness, activity and participation. [...]
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 533-542  
16.
8 p, 322.8 KB Tesis didácticas
Resúmenes de tesis didácticas.
1999
Ensenanza de las Ciencias, V. 17 N. 3 (1999) , p. 543-550  

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