2011
DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2011.v8.i2.02
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¿Qué estamos enseñando con los libros de texto? La electricidad y la electrónica de tecnología en 3º ESO

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Cited by 6 publications
(4 citation statements)
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“…Therefore, they acknowledge that there is a certain resistance to introduce STS-type activities in the texts. Along the same lines are some of the results reached by other researchers [16] who have examined the treatment of electricity in a sample of textbooks of the subject Technology in secondary education. These authors concluded that important aspects such as the environmental impact related to this subject are ignored.…”
Section: Introductionmentioning
confidence: 53%
See 1 more Smart Citation
“…Therefore, they acknowledge that there is a certain resistance to introduce STS-type activities in the texts. Along the same lines are some of the results reached by other researchers [16] who have examined the treatment of electricity in a sample of textbooks of the subject Technology in secondary education. These authors concluded that important aspects such as the environmental impact related to this subject are ignored.…”
Section: Introductionmentioning
confidence: 53%
“…It is not difficult to identify, in our curriculum, where we are and where we are not integrating the concept of sustainability into our educational practices [37,38]. In addition, the role of textbooks in interpreting the curriculum's provisions becomes important because of their predominance as vehicles for carrying school knowledge [16,33,39]. However, the reality is that school-based approaches should also incorporate a community sustainability education program that improves citizens' knowledge, attitudes and behavior in relation to sustainability [40].…”
Section: Introductionmentioning
confidence: 99%
“…Por último, otros estudios señalan cierta desconexión entre las propuestas para le enseñanza sobre el medio social y natural de los libros de texto y las directrices marcadas por el currículum oficial (Calvo, Araceli, & Martín-Sánchez, 2005;De Pro & De Pro, 2011;Keral, 2012).…”
Section: Marco Teóricounclassified
“…El papel de los libros de texto en la interpretación de las propuestas del currículo adquiere importancia por su predominancia como vehículos portadores del conocimiento escolar, lo que ha hecho de ellos un objeto de interés tradicional en la investigación didáctica (Chiappetta, Sethna y Fillman, 1993;Chiang-Soong y Yager, 1993;Jiménez, 2000;Sánchez y Valcárcel, 2000;De Pro, Sánchez y Valcárcel, 2008;García-Carmona y Criado, 2008;García-Carmona, 2008;De Pro y De Pro, 2011). Jiménez (2000) los considera como un espejo fiel en el que se refleja la situación actual de la enseñanza de las ciencias y Sánchez y Valcárcel (2000), una referencia básica en las programaciones del profesorado.…”
Section: Los Libros De Texto En La Interpretación Del Currículounclassified