Más allá del conocimiento : los desafíos epistemológicos y sociales de la enseñanza mediante el cambio conceptual
The focus of this paper is on the generic assessment practices teachers need to adopt in order to support the shift in perspective about classroom management. This research show that actions, practices, products and discourse patterns of the classroom can provide the necessary assessment information...
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| Formato: | artículo |
| Fecha de publicación: | 1995 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:22797 |
| Acesso em linha: | https://ddd.uab.cat/record/22797 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4278 |
| Access Level: | acceso abierto |
| Palavra-chave: | Reforma escolar Coneixements científic Coneixement procedimental o estratègic Coneixement declaratiu Habilitats de pensament Habilitats de comunicació Comunitat de pràctica Paper del professorat Pràctiques de classe Procés d'investigació |
| Resumo: | The focus of this paper is on the generic assessment practices teachers need to adopt in order to support the shift in perspective about classroom management. This research show that actions, practices, products and discourse patterns of the classroom can provide the necessary assessment information in the epistemic, cognitive, and social domains teachers need to facilitate science learning. |
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