Didactic Investigations

Conscious Science Education

Rafael Porlán Ariza

5-22

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How do teachers of science in Secondary Education think about the notion of development of their students?

Olga Lidia Malvaez Sánchez, Alberto Felix Labarrere Sarduy, Mario Roberto Quintanilla Gatica

23-40

PDF (Castellano)

Textbooks, illustrations and student attitudes towards Science: Teacher perceptions, experiences and opinions

David Aguilera Morales, Francisco Javier Perales Palacios

41-58

PDF (Castellano)

Functional relationships and strategies of first graders in a functional context

Rodolfo Alexi Morales Merino, María Cañadas, Bárbara Brizuela, Pedro Gómez

59-78

PDF (Castellano)

The role of folding back in the process of understanding the concept of area: A case study

Graciela Beatriz Garcia Amadeo, Maria de la Cinta Muñoz Catalán, José Carrillo Yañéz

79-98

PDF (Castellano)

Teaching practices, self-efficacy and value with regard to problem solving in mathematics: design and validation of a questionnaire

Valentina Giaconi, Josefa Perdomo-Díaz, Gamal Cerda, Farzaneh Saadati

99-120

PDF (Castellano)

High school students’ learning trajectories of the concept of tangent line

Abilio Orts Muñoz, Salvador Llinares Ciscar, Francisco José Boigues Planes

121-140

PDF (Castellano)

Analysis of the perception of Secondary School Teachers in education for sustainable development

Miguel Risco Torres, Gisela Cebrián

141-162

PDF (Castellano)

Development of cognitive-linguistic skills in science through online education

Fanny Córdoba Martínez, Jenny Lucía Castelblanco Castro, Álvaro García-Martínez

163-178

PDF (Castellano)

Didactic Innovations

Science in the kitchen. An innovative proposal to teach physics and chemistry in secondary education.

Nuria García Martínez, Soledad García Martínez, Pedro Andreo Martínez, Luis Almela Ruiz

179-198

PDF (Castellano)