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Grandes Ideas de la Ciencia Espaol 20112.pdf

Referencias consultadas antes durante y después del

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REFERENCIAS CONSULTADAS ANTES, DURANTE Y DESPUÉS DEL SEMINARIOR Millar, R. (2009) ‘Big ideas’ in science and science education. Paper prepared for the Loch Lomond seminar. Millar, R. and Osborne, J. (1998 ) Beyond 2000. Science Education for the Future . London: King’s College School of Education. Mohan, L., Chen, J. and Anderson, C.W. (2009) Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46 (6) 675 698. NAEP (2008) Science Framework for the 2009 National Assessment of Educational Progress. National Assessment Governing Board, US Department of Education. NRC (National Research Council) (1995) National Science Education Standards . Washington D.C.: NRC. Oates, T. (2009) Missing the point: identifying a well-grounded common core. Comment on trend in the development of the National Curriculum. Research Matters , October 2009. Osborne, J. and Dillon, J. (2008) Science Education in Europe: Critical Reflections . London: Nuffield Foundation. Raimi, R.A.(2004) Review of Jerome Bruner: The Process of Education Slater, T.F. and Slater, S.J. (2009) A science discipline based perspective on core ideas. Draft thought paper on approaches to selecting core ideas. _CommissionedPaper.pdf+A+science+discipline+based+perspective+on+core+ides&hl=en&gl=uk&pid=bl &srcid=ADGEESgHgWgEvnnC39Ikg56XCLm7PloSeMIh1n1lh7ehNxGpPiCIZ-rBrF7lFKmdSzsa1U- wKCPLBcrCEu43kmaPRke_tksOwARhcVVX11vJ74a3748-U- RPtciQ1po3hCvcRqVBFlpJ&sig=AHIEtbQ_WUzmNuv7CCNLadNtmHyOZ8iIhg Smith, D.C., Cowan, J.L. and Culp, A.M. (2009) Growing seeds and scientists. Science and Children , September 2009, 48-51. Songer, N.B., Kelcey,B. and Gotwals, A.W. (2009) How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity . Journal of Research in Science Teaching, 46 (6) 610 631. Twenty-First Century Science specifications; Science Explanations and Ideas about Science Wilson, M. and Draney, K.(2009) On coherence and core ideas. Paper commissioned for the NRC Board of Education meeting, August 17 2009. Wei Yu (2009) A Pilot program of “Learning by Doing” in China’s Science Education Reform . Nanjing: Research Centre of learning Science, Southeast University. Zimba, J. (2009) Five areas of core science knowledge: What do we mean by ‘STEM - capable’? Paper prepared for the Carnegie Institute for Advanced Study Commission on Mathematics and Science Education (see Carnegie-IAS). Websites science-techno-college.net
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66 PRINCIPIOS Y GRANDES IDEAS DE LA EDUCACION EN CIENCIAS
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Este reporte, desarrollado por un grupo de diez expertos internacionales en educación en ciencias participantes en el seminario P UR kwa Loch Lomond en Octubre de 2009, establece los principios que debe sostener la educación en ciencias de todos los estudiantes durante su escolaridad. Plantea que a los estudiantes se les debe ayudar a desarrollar ‘grandes ideas’ de la ciencia y acerca de la ciencia que les permitan comprender los aspectos científicos del mundo que los rodea y tomar decisiones informadas acerca de las aplicaciones de la ciencia. Para esta comprensión los estudiantes necesitan experiencias de aprendizaje que sean interesantes, que los motiven y resulten relevantes para sus vidas. Por lo tanto, el reporte también considera el progreso desde las pequeñas ideas acerca de eventos, fenómenos y objetos específicos hacia ideas más abstractas y más ampliamente aplicables así como los aspectos de la pedagogía que se requieren para apoyar esta progresión.
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