Open Access¿Cuándo un contenido académico tiene significado para el alumno? Implicaciones didácticas
Author(s) -
Emma Jiménez Gómez,
Nicolás Marín Martínez
Publication year - 1996
Publication title -
enseñanza de las ciencias/enseñanza de las ciencias
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.495
H-Index - 15
eISSN - 2174-6486
pISSN - 0212-4521
DOI - 10.5565/rev/ensciencias.4208
Subject(s) - meaning (existential) , content (measure theory) , psychology , cognition , mathematics education , pedagogy , sociology , epistemology , philosophy , mathematics , mathematical analysis , neuroscience , psychotherapist
The importance of identifying the prior ideas of students on a given content is based, among other reasons, on the need to accommodate the teaching processes to the cognitive peculiarities of the pupils. However, individuals tend to develop ideas or conceptions only for some academic purpose, that is to say for those that are meaningful to them. Hence the need to establish some observable criterion that permits classification of the content teaching purpose by their degree of meaning level, whose science education interest resides in the utilization of accepted teaching techniques with the said meaning level.