El conocimiento escolar: ¿interesante, útil, deseable o posible?

Authors

  • Luis del Carmen

DOI:

https://doi.org/10.12795/IE.1997.i32.06

Abstract

El autor señala la necesidad de contar con las perspectivas y prácticas del profesorado y del alumnado en la selección de los contenidos. Presenta una reflexión sobre la utilidad de adoptar diferentes puntos de vista en la selección y organización de los contenidos educativos.

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References

AUSEBEL, D.P, NOVAK, J.D., HANESIAN, H. (1983). Psicología educativa: un punto de vista cognoscitivo. México: Trillas.

CLAXTON, G. (1994). Educar mentes curiosas. Madrid: Alianza, 1987.DEL

CARMEN, L. (1996). El análisis y la secuenciación de los contenidos educativos. Barcelona: Horsori.

GIL, D., PESSOA, AM., FORTUNY, JM., AZCARATE, C. (1994). Formación del profesorado de ciencias y matemáticas. Madrid: Popular

MARTINES TORREGROSA, J. (1994). El currículo de ciencias en la ESO. Infancia y Aprendizaje 65.

REID, D.J., HODSON, G. (1993). Ciencia para todos en secundaria. Madrid: Narcea.

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Published

2021-05-07

How to Cite

del Carmen, L. (2021). El conocimiento escolar: ¿interesante, útil, deseable o posible?. Investigaci´ón En La Escuela, (32), 65–66. https://doi.org/10.12795/IE.1997.i32.06

Issue

No. 32 (1997): Disciplinariedad e Interdisciplinariedad en la E.S.O

Section

Miscelaneous

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Received 2019-02-11
Accepted 2019-02-11
Published 2021-05-07
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