Search results for "Science curriculum"
showing 3 items of 3 documents
La naturaleza de la ciencia y los libros de texto de ciencias: una revisión
2010
Este trabajo se inicia con la importancia del libro de texto en los procesos de ensenanza/aprendizaje de las ciencias y la relevancia que tiene la comprension de la naturaleza de la ciencia en dichos procesos. A continuacion, se muestran las ideas sobre epistemologia e historia de la ciencia que los expertos consideran imprescindibles en un curriculum de ciencias. Seguidamente, se recopilan los estudios que han analizado la naturaleza de la ciencia que presentan los libros de texto. Los textos tienen muchas deficiencias en este aspecto, por lo que se propone actuar en la formacion del profesorado. ABSTRACT This paper begins stating the importance of textbook in the processes of science tea…
Google Earth geo-education resources: A transnational approach from Ireland, Iceland, Finland, and Norway
2012
The Northern Environmental Education Development (NEED) project was a transnational geo-education resource development initiative cooperated by four European countries: Ireland, Finland, Norway, and Iceland. NEED supported the development of novel geological information resources, and the establishment of geoeducation networks in the four project regions. An analysis of the national geography and science curriculum in each region was conducted. This analysis identifi ed which geographic learning skills were common to each curriculum. The development of innovative geographic information system (GIS) resources to help support the development of geographic skills was considered a potentially v…
Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth
2009
International audience; Abstract The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task and an interview were used to collect data. Primary student teachers' were not aware of students' conceptual difficulties and had problems in choosing the most important content. Neither of the groups had knowledge on suitable experiments and demonstrations, which indicates that PCK should be explicitly taught. The …