Resultats globals: 4 registres trobats en 0.02 segons.
Articles, 4 registres trobats
Articles 4 registres trobats  
1.
9 p, 62.3 KB Una nueva propuesta didáctica para la enseñanza de la relatividad en el Bachillerato / Alemañ Berenguer, R. A. ; Pérez Selles, J. F.
The great importance that has been given to teaching the theory of Relativity in intermediate levels by the new plans of secondary education, is often discouraged by the erroneous treatment of all these topics in the usual didactic formulations. [...]
2001
Ensenanza de las Ciencias, V. 19 N. 2 (2001) , p. 335-343  
2.
9 p, 41.5 KB Enseñanza por cambio conceptual : de la física clásica a la relatividad / Alemañ Berenguer, Rafael Andrés ; Pérez Selles, J. F.
In this article the possibility of learning through conceptual change and the best way to achieve this aim, are discussed. This teaching needs to have certain specific features and ensure that the debate in the classroom is focused on the explicit ideas of the students, whose conceptual difficulties must be taken into account with considerable care. [...]
2000
Ensenanza de las Ciencias, V. 18 N. 3 (2000) , p. 463-471  
3.
5 p, 35.9 KB Una introducción a la dinámica no lineal en enseñanza Secundaria / Alemañ Berenguer, Rafael Andrés ; Pérez Selles, J. F.
An interesting study on an approach to Physics teaching of an introduction to non-linear dynamics, at a basic level, is presented here. This study, framed on the constructivist theory of learning has led to the actual possibility of explaining in secondary clasrooms the elementary foundations of this outstanding area in modern physics. [...]
2000
Ensenanza de las Ciencias, V. 18 N. 1 (2000) , p. 141-145  
4.
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  

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