Directed Research as an Alternative in the Teaching of Science
保存先:
| 著者: | , , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2011 |
| その他の書誌記述: | This paper presents and analyzes a leamings trategy devoted to the teaching of Science which is called: guided research. It shows the historical origin of this strategy promoting a mandatory change in the banking and associationist teaching, a teaching model which takes into account the student and his teaching environment. It also explains a series of aspects to be used in the high school science classes in Costa Rica; as well as other metacognitive and constructivist trends in order to ensure a meaningful leaming on the studied topic considering the different leaming styles and multiple intelligences. lt also mentions the possible scope and limitations of the applied strategy. The main idea of using the guided research is that by using the scientific method, students built by themselves a body of knowledge that allows them to scientifically explain intriguing daily phenomena. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/4484 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/4484 |
| キーワード: | enseñanza ciencias investigación dirigida aprendizaje significativo aprender constructivismo estrategias aprendizaje descubrimiento conflicto cognitivo humanismo metacognición educación bancaria proceso science teaching guided research meaningful learning learning to learn constructivism learning strategies discovery learning cognitive conflict humanism metacognition banking teaching teaching process |