Resultats globals: 4 registres trobats en 0.03 segons.
Articles, 4 registres trobats
Articles 4 registres trobats  
8 p, 433.6 KB ¿Cuándo un contenido académico tiene significado para el alumno? Implicaciones didácticas / Jiménez Gómez, Emma ; Marín Martínez, Nicolás
The importance of identifying the prior ideas of students on a given content is based, among other reasons, on the need to accommodate the teaching processes to the cognitive peculiarities of the pupils. [...]
Enseñanza de las Ciencias, V. 14 n. 3 (1996) p. 323-330  
6 p, 329.0 KB Delimitación de "lo que el alumno sabe" a partir de objetivos y modelos de enseñanza / Marín Martínez, Nicolás ; Jiménez Gómez, Emma ; Benarroch Benarroch, Alicia
The educational principle proposed by Ausubel: «to find out the knowledge of the pupil and teach him consequently» is assumed by most of the educators; however, this principle does not delimit the sentence: «the knowledge of the pupil». [...]
Enseñanza de las Ciencias, V. 15 n. 2 (1997) p. 215-224  
20 p, 1.0 MB Estudio de la progresión en la delimitación de las "ideas" del alumno sobre fuerza / Jiménez Gómez, Emma ; Solano Martínez, Isabel ; Marín Martínez, Nicolás
The aim of this paper is to analyse if there has been any progress in the results that different papers about learners' «ideas» have shown in Dynamics. To that end, a wide sample of papers about «pupils' knowledge" concerning the concept of force has been chosen and a set of categories has been establihed in order to set up the criteria that allow us to compare the information presented in those papers.
Enseñanza de las Ciencias, V. 15 n. 3 (1997) p. 309-328  
8 p, 77.7 KB La Formación de formadores de Bachillerato en sus propios centros docentes / Jiménez, Emma (Colegio de Bachilleres (México, DF)) ; Segarra, Ma. del Pilar (Universidad Nacional Autónoma de México. Facultad de Ciencias)
In this work we propose an alternative for the training of physics teachers. Here the teachers is seen not like a person whose mistakes must be mended, but like one who is capable of thinking and rescuing his own experience for building answers to his teaching problems. [...]
Ensenanza de las Ciencias, V. 19 N. 1 (2001) , p. 163-170  

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