El libro-guía del profesorado para la materia de Biología y Geología 3.o ESO refuerza el nuevo proyecto de AKAL para el Área de Ciencias y concretamente para este curso. Este libro junto con los restantes materiales complementarios que le acompañan ofrece los recursos más adecuados para facilitar la labor docente. Estos materiales incluyen: -CD interactivo. Incluye la programación en formato Word y una carpeta con el conjunto de imágenes que aparecen en el libro. - Cuadernillos complementarios. Son materiales específicos para abordar aspectos concretos en el proceso de enseñanza y aprendizaje de los alumnos, afrontar el tratamiento de la diversidad, ayudar al profesor a la hora de trabajar en la recuperación de alumnos con evaluaciones pendientes y realizar pruebas objetivas (exámenes). Estos cuadernillos incluyen: 1. Cuaderno de ampliación. Diseñado para profundizar en los contenidos, especialmente en el caso de los alumnos cuyo aprendizaje es más rápido y que requieren una ampliación de conocimientos. Implican un grado creciente de dificultad. 2. Cuaderno de refuerzo (I y II). Planteado para apoyar a los alumnos con dificultades o para consolidar los conocimientos adquiridos a lo largo de cada unidad. Se enfoca hacia la adquisición de los objetivos básicos (mínimos) y las competencias básicas. 3. Cuaderno de recuperación. Diseñado para ayudar a los alumnos a recuperar evaluaciones pendientes. 4. Cuaderno de exámenes. Dirigido a facilitar la labor evaluadora del profesorado. Se muestran dos modelos de ejercicios diferentes en cada unidad, con características distintas que abarcan variadas opciones (respuestas de opción múltiple -tests-. opciones abiertas. verdadero-falso. definiciones. ejercicios prácticos...). Este cuaderno se acompaña de otro con las soluciones de estas pruebas. 5. Cuaderno de actividades prácticas. Se proponen diferentes actividades prácticas y de laboratorio que complementan los contenidos del libro de texto.

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online This book is ideal for English language teachers and learners of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.

This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization. The research areas that are presented throughout the thirteen chapters cover a wide variety of subjects ranging from educational resources and fieldwork to science models. Chapters discuss specific geoscience topics such as earthquakes, rocks, fossils and minerals. Other chapters present a more interdisciplinary approach addressing topics that aren’t usually examined, such as geomedicine and geoethics, with a specific focus on sustainable development and their alignment with the school curricula. Throughout the book readers can find research-based arguments illustrated with practical examples, which will help them to innovate in their curriculum development area, classroom practices and pre and in-service teachers’ education. The book challenges readers to improve Geoscience Education by changing the ways of teaching, by enabling students to exploit their natural curiosity, and by spurring a learning process that should not be confined to the classroom but rather maintained throughout life.

This book provides a fascinating insight into the on-going process of self- reflection in the Science|Environment|Health (S|E|H) community. The basic vision of a new S|E|H pedagogy is to establish a transdisciplinary dialogue between the three educational fields of science education, environmental education, and health education. This approach finds growing interest among science educators. Since 2014, the ESERA special interest group S|E|H has united both experienced and junior researchers all over Europe in a burgeoning research community. This book presents a selection of results of these vibrant activities. Systems theory has turned out to be a stimulating theoretical framework for S|E|H. The limits of predictability in complex living systems result in structural uncertainty for decision-making, and they ask for emphasising and rethinking the role of pedagogical concepts like informed citizenship and scientific literacy. They challenge crude scientific determinism in environmental and health education, which all too often ends up with students’ eco- and health depression. Instead, S|E|H conceives coping with uncertainty in terms of an interplay between cognitive and affective factors. The horizon of the future remains always open. Hope must never die in a new S|E|H pedagogy. Chapter 3 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Approach; Major ecosystem types, major habitat types, and ecoregions of LAC; Conservation status of terretrial ecoregions of LAC; Biological distinctiveness of territorial ecoregions of LAC at different biogeographic scales results; Integrating biological distinctiveness and conservation status; Conservation assessment of mangrove ecosystems.