English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The majority of science teachers believe that familiarity with scientific methods through numerous laboratory practices is a priority objective of science education, as important or more than the acquisition of conceptual knowledge. However, a great number of investigations indicate that it is not true. Educational research has revealed serious errors in the orientation of practical work and in the teachers' conceptions of the nature of the underlying scientific work they carry out. Now it looks as if the issue regarding learning in and from the science laboratory — in teaching and learning Chemistry — is still relevant. Based on Hodson's analysis of the experimental work, we reviewed some of the proposals to diversify and reconceptualize practical teaching, so we designed and tested an experiment and a practical exercise. The goal of the first is to promote the construction of the kinetic molecular model of matter and of the second is the issue of limiting reactant.

¿Cómo diversificar los trabajos prácticos? Un experimento ilustrativo y un ejercicio práctico como ejemplos