Atando cabos entre contexto, competencias y modelización ¿Es posible enseñar ciencias a todas las personas?
[EN] The recommendation to teach science in context, through Models, to acquire competences, applies toall teaching without di erentiating between the basic and the non-compulsory levels. But the purpose oflearning science in the stage of compulsory education (for what and why teach) is very di eren...
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| Formato: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/79862 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/79862 |
| Access Level: | acceso abierto |
| Palavra-chave: | Currículo Enseñanza obligatoria Contexto Modelo Science in context Curriculum Compulsory education Theoretical models Competences |
| Resumo: | [EN] The recommendation to teach science in context, through Models, to acquire competences, applies toall teaching without di erentiating between the basic and the non-compulsory levels. But the purpose oflearning science in the stage of compulsory education (for what and why teach) is very di erent from thatof the non-compulsory stage, when science students have chosen this subject among others. Therefore, toteach science to all, the curriculum of the basic cycle must be designed with more freedom, so that theschool sciences provide resources to understand the functioning of the world in which we live, to be ableto speak of it with a language (scienti c) that has in account the experimental intervention in context andthe values that regulate it. Learning should be evaluated according to this recommendation. In this lecturewe will re ect on the design of a curriculum for the teaching of a `science for all' that develops genuinescienti c activity, in which the Theoretical Models of the di erent scienti c disciplines converge. |
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