Digital educational resources for science teaching
In this work, three Digital Educational Resources (RED) for the teaching of natural sciences, more specifically physical chemistry andorganic chemistry, are analyzed. The resources were developed with funding from the Ministry of Education of Brazil, to be usedon mobile devices with or without inter...
Guardado en:
| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39723 |
| Aporte de: |
| Sumario: | In this work, three Digital Educational Resources (RED) for the teaching of natural sciences, more specifically physical chemistry andorganic chemistry, are analyzed. The resources were developed with funding from the Ministry of Education of Brazil, to be usedon mobile devices with or without internet and have a student interface and a teacher interface, in the latter case, a didacticpedagogical guide was designed that leads to a variety from another RED. The notion of Adler's resource and Chevallard’s Didactic transposition is adopted to analyze transpositive aspects, that is, the modifications to knowledge, its use, operation and design, also some advantages and disadvantages of each of these three RED. |
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