The articulation of curricular spaces in the Physics teacher training of UNIPE, within the framework of environmental education
This paper presents a contextualized teaching experience in the complex models of Science, Technology, Society and Environment (CTSA) in the initial training of Physics teachers, based on conflicts or environmental problems that enabled the articulation between different curricular spaces of the Fac...
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| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43283 |
| Aporte de: |
| Sumario: | This paper presents a contextualized teaching experience in the complex models of Science, Technology, Society and Environment (CTSA) in the initial training of Physics teachers, based on conflicts or environmental problems that enabled the articulation between different curricular spaces of the Faculty of Physics of the National Pedagogical University (UNIPE): Mechanics of the continuum I, Kinematics, Central Ideas of Chemistry and Projects I: Earth Sciences. Within the framework of Law 27.621 on Comprehensive Environmental Education (EAI), the inclusion of these conflicts and socio-environmental problems as transversal teaching contexts in initial teacher training promotes an approach to scientific-technological culture from a human and socio-critical perspective, in addition to the exercise of active and responsible citizenship. |
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