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History and Nature of Science enriched Problem-Based Learning on the origins of biodiversity and of continents and oceans

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History and Nature of Science enriched Problem-Based Learning on the origins of biodiversity and of continents and oceans

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Sousa, C. (2014). History and Nature of Science enriched Problem-Based Learning on the origins of biodiversity and of continents and oceans. Multidisciplinary Journal for Education, Social and Technological Sciences. 1(2):142-159. doi:http://dx.doi.org/10.4995/muse.2014.2249.

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/44807

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Title: History and Nature of Science enriched Problem-Based Learning on the origins of biodiversity and of continents and oceans
Author: Sousa, Cristina
Issued date:
Abstract:
[EN] The episode of the History of Science (HOS) on the theory of continental drift proposed by Alfred Wegener has been considered an excellent example for teaching students aspects of Nature of Science (NOS) and the ...[+]
Subjects: Problem-Based Learning , History of Science , Nature of Science , Scaffolding , Geological mobilism , Biodiversity
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
Multidisciplinary Journal for Education, Social and Technological Sciences. (eissn: 2341-2593 )
DOI: 10.4995/muse.2014.2249
Publisher:
Editorial Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/muse.2014.2249
Type: Artículo

References

Abd-El-Khalick, F. (2012). Examining the Sources for our Understandings about Science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353-374. doi:10.1080/09500693.2011.629013

DEB - Departamento de Educação Básica. (2001). Currículo nacional do ensino básico - Competências essenciais [National curriculum for compulsory education: Essential competences]. Lisbon: Ministry of Education.

DEB - Departamento de Educação Básica. (2002). Orientações curriculares para o 3º ciclo do ensino básico [Curriculum guidelines for middle school]. Lisbon: Ministry of Education. [+]
Abd-El-Khalick, F. (2012). Examining the Sources for our Understandings about Science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353-374. doi:10.1080/09500693.2011.629013

DEB - Departamento de Educação Básica. (2001). Currículo nacional do ensino básico - Competências essenciais [National curriculum for compulsory education: Essential competences]. Lisbon: Ministry of Education.

DEB - Departamento de Educação Básica. (2002). Orientações curriculares para o 3º ciclo do ensino básico [Curriculum guidelines for middle school]. Lisbon: Ministry of Education.

Ferreira, M. M. and Trudel, A. R. (2012). The Impact of Problem Based Learning (PBL) on Student Attitudes toward Science, Problem-Solving Skills, and Sense of Community in the Classroom. Journal of Classroom Interaction, 47(1), 23-30

Jacoby, W. R. (2012). Alfred Wegener ‐ 100 years of mobilism. Geoscientist, 22(9), 12-17.

San Román, L. S. (2012). Aniversarios en ciencias: algunas orientaciones para su uso didáctico [Anniversaries in Sciences: some orientations for teaching use]. Ense-anza de las Ciencias de la Tierra, 20.1, 96-104.

Sousa, C. (2007). Abordagem por resolução de problemas em aulas práticas de disciplinas na área da Biologia: PBL e resolução de problemas. [Using problem solving in practical classes of disciplines in the area of Biology: PBL and problem solving]. In: I. Cardoso, E. Martins, Z. Paiva (Eds.). Actas do Colóquio Da Investigação à prática: Interacções e debates, E-book (ISBN: 978-972-789-253-2). DDTE e CIDTFF da Universidade de Aveiro, Aveiro. 244 - 253.

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