文章基本信息

标题：Acción docente en situaciones de aprendizaje conceptual
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作者：Ramón Martínez ; Xiomara Arrieta ; Víctor Riveros 等
期刊名称：Paradigma: Revista de investigación educativa
印刷版ISSN：1817-4221
出版年度：2014
卷号：21
期号：34
页码：81-110
DOI：10.5377/paradigma.v21i34.1694
语种：Spanish
出版社：Instituto de Investigación y Evaluación Educativas y Sociales
摘要：Experimental Science students show a lack of scientific knowledge before theoretical class, problem solving and laboratory practices that reveal mechanical learning process applied without substantiated arguments that respond to problematic situations the face. In this situation, the teaching action to address this problem is an urgent challenge. The objective of this research is to design a strategy that promotes teaching activities meaningful learning of scientific concepts in the context of the university classroom. The methodology is descriptive documentary. The strategy, based on the theory of conceptual fields, integrates this with learning as directed scientific research, the study of classroom interaction and meaningful learning, conducive to effective teaching of conceptualization of scientific reality. DOI: http://doi.dx.org/10.5377/paradigma.v21i34.1694 - Revista de Investigación Educativa. Año 21. No. 34: 81-110
其他摘要：Experimental Science students show a lack of scientific knowledge before theoretical class, problem solving and laboratory practices that reveal mechanical learning process applied without substantiated arguments that respond to problematic situations the face. In this situation, the teaching action to address this problem is an urgent challenge. The objective of this research is to design a strategy that promotes teaching activities meaningful learning of scientific concepts in the context of the university classroom. The methodology is descriptive documentary. The strategy, based on the theory of conceptual fields, integrates this with learning as directed scientific research, the study of classroom interaction and meaningful learning, conducive to effective teaching of conceptualization of scientific reality. DOI: http://doi.dx.org/10.5377/paradigma.v21i34.1694 <Paradigma> - Revista de Investigación Educativa. Año 21. No. 34: 81-110
关键词：conceptual fields;significant learning;effective teaching;learning and scientific research directed;teaching action;Campos conceptuales;aprendizaje significativo;enseñanza eficaz;aprendizaje como investigación científica dirigida;acción docente
其他关键词：Education;conceptual fields; significant learning; effective teaching; learning and scientific research directed; teaching action