Resultats globals: 3 registres trobats en 0.04 segons.
Articles, 3 registres trobats
Articles 3 registres trobats  
1.
7 p, 702.7 KB Fuentes de tensión en el ejercicio profesional del profesor de Ciencias / Latorre Latorre, Ángel ; Fortes del Valle, M. C. ; Serra Desfilis, E.
The main aim of this article is to present a conceptualizatiog. of the causes of stress in teachers, based on a review of recent investigation concerning this subject and stating the importance of the working conditions, interpersonal relations, personal development, initial and continua1 formation and relations with society as causes of stress. [...]
1991
Enseñanza de las Ciencias, V. 9 n. 3 (1991) p. 268-274  
2.
12 p, 516.3 KB El modelo de Ausubel en la didáctica de la física : una aproximanción experimental al proceso de E/A de contenidos que presentan constructos poco elaborados por los aprendices / Gómez, S. (Universitat de Valencia. Departament de Física Aplicada) ; Latorre Latorre, Ángel (Universitat de Valencia. Departament de Psicologia Evolutiva i de I'Educació) ; Sanjosé López, Vicente (Universitat de Valencia. Departament de Didactica de les Ciencies Experimentals)
This paper shows the results of a research on physics education about «Magnetism» in secondary school. We investigate a constructivist approach to instructional design based upon Ausubel's model in the treatment of subjects on which pupils have poor conceptual representations and alternative frameworks. [...]
1993
Enseñanza de las Ciencias, V. 11 n. 3 (1993) p. 235-246  
3.
15 p, 115.5 KB Alfabetización científico-tecnológica en estudiantes de Secundaria y Universidad : un análisis experimental / Latorre Latorre, Ángel ; Sanfélix Yuste, Fernando
The aim of the research is of the analysis of the scientific-technological education in High School and University students on declarative knowledge. In order to carry out this analysis we have used two instruments: the knowledge Test Alfa/Cien 1 and the Methodological Proposal to classify the questions depending on their answers' patterns, that have allowed us to measure the scientific-technological knowledge shown by the students and to study the questions that a high percentage of students has answered in a non-optimal form. [...]
2000
Ensenanza de las Ciencias, V. 18 N. 1 (2000) , p. 55-69  

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