Didactic Investigations

Assess in order to transform: University teaching assessment through the lens of Sustainability

Pilar Aznar-Minguet, M.Angeles Ull, M.Pilar Martínez-Agut, Albert Piñero

5-27

PDF (Castellano)

Prospective teachers’ changing knowledge about teaching science

Ana Rivero, Rosa Martín del Pozo, Emilio Solís, Pilar Azcárate, Rafael Porlán

29-52

PDF (Castellano)

Characterizing the conceptions of Complexity of a group of environmental education researchers

Genina Calafell Subirà, Neus Banqué Martinez

53-69

PDF (Castellano)

The mathematical impoverishment of recommendations for teaching in official physics textbooks at high-school level

Joaquim Barbé, Lorena Espinoza Salfate, Uwe Gellert

71-88

PDF (Castellano)

Sequence of partial sums as an infinite iterative process: a step towards the understanding of numerical series from an APOS perspective

Myriam Codes Valcarce, Alejandro S. González-Martín

89-110

PDF (Castellano)

Analysis of the textual structure of chemistry textbooks regarding their teaching role

Ainoa Marzabal Blancafort, Mercè Izquierdo Aymerich

111-132

PDF (Castellano)

Teaching-learning sequences based on research results: proposal of a theoretical framework to addres Special Relativity Theory

Irene Arriassecq, Ileana María Greca, Esther Elisabet Cayul

133-155

PDF (Castellano)

Ways to approach the area under a curve: A study with high school students

Carmen Aranda, María Luz Callejo

157-174

PDF (Castellano)

Teacher traits associated to the use of different methodological strategies in Science classes

Javier Gil-Flores

175-192

PDF (Castellano)

Didactic Innovations

Evaluation of online games for teaching and learning on climate change

Tania Ouariachi, María Dolores Olvera-Lobo, José Gutiérrez-Pérez

193-214

PDF (Castellano)