Practicamente el aprendizaje de los estudiantes en quimica sucede sin haber sido identificados los objetivos de la disciplina. Sobre esta base, se emplea la nocion de modelo teorico', que forma parte de las actuales perspectivas cognitivas en filosofia de la ciencias. En el documento se analiza el proceso de aprendizaje, desde una dimension cognitiva que ayuda a identificar la coherencia entre las experiencias de los alumnos, sus representaciones abstractas y sus discursos. En terminos generales, el analisis de los datos permite avanzar sobre las siguientes conclusiones: a) Es posible caracterizar un modelo teorico escolar' que pueden ser util para la ensenanza y el aprendizaje de la quimica que se refiere a un modelo escolar del cambio quimico' que orienta y da coherencia a las clases, b) El hecho de que el proceso de modelizacion practicamente no se utiliza en las clases revela una falta de adecuacion en la forma de ensenar la quimica en la escuela, y c) es posible disenar un instrumento para el analisis del proceso de modelizacion que se centra en las transiciones entre las representaciones, las intervenciones experimentales y los discursos estudiantiles."

"This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom"--

This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.

Bright, humorous and engaging, Marcet's best-selling 1805 book was designed to introduce women to scientific ideas.

This book focuses on the importance of human factors in optimizing the learning and training process. It reports on the latest research and best practices and discusses key principles of behavioral and cognitive science, which are extremely relevant to the design of instructional content and new technologies to support mobile and multimedia learning, virtual training and web-based learning, among others, as well as performance measurements, social and adaptive learning and many other types of educational technologies, with a special emphasis on those important in the corporate, higher education, and military training contexts. Based on the AHFE 2017 Conference on Human Factors in Training, Education, and Learning Sciences, held July 17–21, 2017 in Los Angeles, California, the book offers a timely perspective on the role of human factors in education. It highlights important new ideas and will foster new discussions on how to optimally design learning experiences.

The North American Mosaic has four overarching features. First, it is, to the extent feasible, based on comparable information on the status and trends of major indicators of the state of the environment in Canada,Mexico, and the United States. Second, the report confirms that these three countries together make up an incredibly complex, dynamic, and interconnected ecosystem in which humans play a dominant and decisive role. Third, the report raises important and sometimes disquieting questions concerning the sustainability of some current trends. Finally, the report is a reminder that our economic, social, and physical well-being are utterly dependent on the life-sustaining services provided by nature. This report emphasizes the importance of developing mutually compatible economic, social, and environmental goals and policies across the three-country region.