¿Se tiene en cuenta algún criterio cuando se elaboran prácticos de problemas en física?
In this paper, a systematization of problem-solving analysis in books of secondary schoollevel were done, to install an interactive data-base. Teachers could use it as an analysis tool based on an important teoric support.Eleven books were reviewed and categories of problem analysis were deterrnined...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2000
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/16077 |
| Aporte de: |
| Sumario: | In this paper, a systematization of problem-solving analysis in books of secondary schoollevel were done, to install an interactive data-base. Teachers could use it as an analysis tool based on an important teoric support.Eleven books were reviewed and categories of problem analysis were deterrnined. The presented data matrix shows a great deal of close problems, a predominance of the quantitative speech, only two books ha ve possibilities of work with altemative conceptions, a predominance of problems of natural context, lack of problem with numerical solving methods.A global view of the results, also, allowed to characterize into groups called typologies of didactical interest. |
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