Search

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Is work aims to give visibility to the personal didactic models (MDP) built by novice teachers of Middle Level Biology, through research based on the conceptual generation mode. To do this, we carried out the content analysis of autobiographies, interviews, class observation records, school plans and teaching materials of eight professors graduated from Higher Institutes of Teacher Training (Argentina), with three to five years in the exercise of teaching. Based on this analysis we reconstruct their personal didactic models from their purposes, procedures, strategies, contents, evaluation and considerations on ideas and interests of students, adding the affectivity as an emerging dimension. We carried out the content analysis following chronologically the phases of pre-analysis, use of material, treatment and interpretation of results. We identify regularities and particularities of each case. e regularities emerged as a product of the professional culture; the particularities were associated with the idiosyncrasy and trajectory of each teacher. Given that there is little research on affectivity in its relationship with MDP, we understand that this study constitutes an advance in this line of research. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Practical Laboratory Work does not always contribute to the construction of student´s knowledge, as many authors point out. Given that this can be attributed to different aspects, it is necessary to analyze and classify them taking into account not only the characteristics of the experimental work, but also considering that the differences in their contributions could be based on the didactic model that underlies the teaching practice. This article presents a classification proposal in which elements of the most used classifications are integrated, both for the Practical Laboratory Work and for the didactic models. This classification aims to be a tool that can contribute to the analysis of experimental practices and the explanation of the basic assumptions, reflecting on their scope in both teaching and learning. [ABSTRACT FROM AUTHOR]

Copyright of Praxis, Educación & Pedagogía is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article evaluates a learning proposal for the Physics and Chemistry Education subjects of the Spanish Master's in Secondary Education. With that purpose, we consider the change in the future teachers' curricular beliefs. In order to carry out a descriptive and inferential analysis, a Likert-type questionnaire is used, which is referred to traditional and constructivist teaching models. In addition, the final versions of the teaching units (TU) designed by the students are collected. The results of the questionnaire reflect a significant change of the participants' beliefs towards constructivist positions in most items, although some obstacles are detected. On the other hand, the designed TU are adequate in terms of the teaching model defended, even though some more «conservative» approaches are observed than in the declared beliefs. Finally, suggestions are made to improve the characteristics of the learning process. [ABSTRACT FROM AUTHOR]

This work presents the results of an empirical study on the beliefs of future teachers of secondary education about science learning processes. We have developed a Likert scale questionnaire and analysed the responses of 188 students of the Master of Teachers of Secondary Education, in the specialities of science and technology. First we have classified the various beliefs by their relationship with different educational models and we have made a descriptive study to determine which are the most widespread belief among such students. Later we developed an analysis of the internal relations between such beliefs and we have observed that some ideas have some degree of articulation, but generally such beliefs do not seem to form coherent patterns of thought. [ABSTRACT FROM AUTHOR]

Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Prospective secondary science teachers' conceptions of the methodology of teaching The progression of the conceptions about the methodology of teaching of a sample of prospective secondary education science teachers in their initial teacher education, attending to distinct moments of his formative process, conceive was studied by analyzing the methodological proposals they expressed in their practicum reports. The commonest proposals were related to transitional teaching models, at an intermediate position between a traditional focus on direct transmission of the curriculum and an inquiry-oriented classroom practice. [ABSTRACT FROM AUTHOR]

This paper presents a three-dimensional teaching model for nucleic acids (DNA and RNA) using low cost material, such as: soda straws, scissors, elastic-type and needle lastex, which are of simple manipulation and easily found in the market. This teaching model suggests a pedagogical use of basic concepts and some issues related to nucleic acids, such as the semiconservative replication of the DNA molecule, transcription, genetic recombination, transgenic and gene therapy. [ABSTRACT FROM AUTHOR]

Copyright of Revista Musical Chilena is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)