Physics learning based on the use of concept maps
Concept maps are graphic learning tools that allow teachers and students to organize, represent knowledge, and visualize the relationships between concepts to promote understanding of physics. This study describes an innovative experience based on the development of concept maps with the aim of anal...
- Autores:
-
Pabón-Galán, C A
Hernández-Suarez, C A
Paz-Montes, L S
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2021
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.ufps.edu.co:ufps/6637
- Acceso en línea:
- https://repositorio.ufps.edu.co/handle/ufps/6637
- Palabra clave:
- Personnel training
Colombia
Concept maps
Environmental education
Learning tool
Physics learning
Public universities
Relationship between concepts
Science education
Teachers training programs
Teachers'
Students
- Rights
- openAccess
- License
- © Copyright 2022 IOP Publishing
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Physics learning based on the use of concept maps |
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Physics learning based on the use of concept maps |
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Physics learning based on the use of concept maps Personnel training Colombia Concept maps Environmental education Learning tool Physics learning Public universities Relationship between concepts Science education Teachers training programs Teachers' Students |
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Physics learning based on the use of concept maps |
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Physics learning based on the use of concept maps |
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Physics learning based on the use of concept maps |
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Physics learning based on the use of concept maps |
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Physics learning based on the use of concept maps |
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Pabón-Galán, C A Hernández-Suarez, C A Paz-Montes, L S |
| dc.contributor.author.none.fl_str_mv |
Pabón-Galán, C A Hernández-Suarez, C A Paz-Montes, L S |
| dc.subject.proposal.eng.fl_str_mv |
Personnel training Colombia Concept maps Environmental education Learning tool Physics learning Public universities Relationship between concepts Science education Teachers training programs Teachers' Students |
| topic |
Personnel training Colombia Concept maps Environmental education Learning tool Physics learning Public universities Relationship between concepts Science education Teachers training programs Teachers' Students |
| description |
Concept maps are graphic learning tools that allow teachers and students to organize, represent knowledge, and visualize the relationships between concepts to promote understanding of physics. This study describes an innovative experience based on the development of concept maps with the aim of analyzing the perception of students in a teacher training program in natural sciences and environmental education at a public university in Colombia. The research subjects were 24 students studying basic physics who used concept maps for learning, and the data were analyzed quantitatively using a non-experimental design. The results show that the trainee teachers learned to elaborate concept maps, valuing very positively their educational applications to improve learning. It is concluded that concept mapping can be used to increase students' understanding and motivation which should help to improve their academic performance. |
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2021 |
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2021-11-18 |
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2022-12-05T15:14:09Z |
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2022-12-05T15:14:09Z |
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10.1088/1742-6596/2102/1/012006 |
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17426588 10.1088/1742-6596/2102/1/012006 |
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eng |
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eng |
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1 |
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2102 |
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Journal of Physics: Conference Series |
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© Copyright 2022 IOP Publishing |
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Atribución 4.0 Internacional (CC BY 4.0) |
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7 paginas |
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Pabón-Galán, C A23e696e53adbec7a30eea99619fc35a5Hernández-Suarez, C A997f5079da0b09aba847e951ec7a4abePaz-Montes, L Sd4a12afc050f73f8d778aaf1690b60742022-12-05T15:14:09Z2022-12-05T15:14:09Z2021-11-1817426588https://repositorio.ufps.edu.co/handle/ufps/663710.1088/1742-6596/2102/1/012006Concept maps are graphic learning tools that allow teachers and students to organize, represent knowledge, and visualize the relationships between concepts to promote understanding of physics. This study describes an innovative experience based on the development of concept maps with the aim of analyzing the perception of students in a teacher training program in natural sciences and environmental education at a public university in Colombia. The research subjects were 24 students studying basic physics who used concept maps for learning, and the data were analyzed quantitatively using a non-experimental design. The results show that the trainee teachers learned to elaborate concept maps, valuing very positively their educational applications to improve learning. It is concluded that concept mapping can be used to increase students' understanding and motivation which should help to improve their academic performance.7 paginasapplication/pdfeng© Copyright 2022 IOP Publishinghttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2https://iopscience.iop.org/article/10.1088/1742-6596/2102/1/012006/pdfPhysics learning based on the use of concept mapsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a8512102Journal of Physics: Conference SeriesPersonnel trainingColombiaConcept mapsEnvironmental educationLearning toolPhysics learningPublic universitiesRelationship between conceptsScience educationTeachers training programsTeachers'StudentsNovak J D, Gowin D B 1984 Learning How to Learn (New York: Cambridge University Press)Moreira M A, Novak J D 1988 Investigación en enseñanza de las ciencias en la Universidad de Cornell: esquemas teóricos, cuestiones centrales y abordes metodológicos. Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas 6(1) 3Novak J D 1991 Ayudar a los alumnos a aprender cómo aprender: la opinión de un profesor investigador Enseñanza de las Ciencias 9(3) 215Novak J D, Cañas A J 2007 construyendo sobre nuevas ideas constructivistas y la herramienta CmapTools para crear un nuevo modelo para la educación Indivisa: Boletín de Estudios e Investigación (8) 31Ojeda A, Díaz F, González L, Pinedo P, Hernández M 2007 Los mapas conceptuales: una poderosa herramienta para el aprendizaje significativo ACIMED 15(5) 1Jaimes K, García D E 2013 El mapa conceptual y el uso del CmapTools, conceptualización de sus aspectos didácticos Sinéctica (41) 1Hernández-Suárez C A, Prada-Nuñez R, Gamboa-Suárez A A 2020 Using concept maps to understand mechanical physics concepts in high school students Journal of Physics: Conference Series 1672(1) 012019:1Severiche C, Jaimes J, Acevedo R 2014 Mapas conceptuales como estrategia de enseñanza-aprendizaje en las ciencias ambientales Itinerario Educativo 28(64) 163Rodríguez L A, Rueda M A 2019 Los mapas conceptuales y su influencia en la enseñanza para la comprensión Educación y Ciencia (21) 109Chacón S 2006 La pregunta pedagógica como instrumento de mediación en la elaboración de mapas conceptuales Concept Maps: Theory, Methodology, Technology. Proceedings Ofthe Second Conference on Concept Mapping ed Cañas A J, Novak J D (San José: Universidad de Costa Rica)Rivadulla-López J, García S, Martínez C 2016 Los mapas conceptuales como instrumento para analizar las ideas de los estudiantes de maestro de educación Ppimaria sobre qué enseñar de nutrición humana en educación primaria Revista Complutense de Educación 27(3) 1247Pontes A, Serrano R, Muñoz J M 2014 Los mapas conceptuales como recurso de interés para la formación inicial del profesorado de enseñanza secundaria: opiniones del alumnado de ciencias sociales y humanidades Educación XXI 18(1) 99Pontes A, Serrano R, Muñoz J M 2014 Los mapas conceptuales como recurso de interés para la formación inicial del profesorado de enseñanza secundaria: opiniones del alumnado de ciencias sociales y humanidades Educación XXI 18(1) 99Pontes A, Serrano R, Muñoz J M, López I 2011 Innovación educativa sobre aprendizaje colaborativo con CmapTools en la formación inicial docente Revista Iberoamericana de Evaluación Educativa 4(2) 136Ausubel D 2002 Adquisición y Retención del Conocimiento. Una Perspectiva Cognitiva (Barcelona: Paidós)Díaz-Barriga F, Hernández G 2002 Estrategias Docentes para un Aprendizaje Significativo: Una Interpretación Constructivista (Ciudad de México: Editorial McGraw Hill)Ausubel D, Novak. J D, Hanesian H 1983 Psicología Educativa: Un Punto de Vista Cognoscitivo (Ciudad de México: Trillas)Olmedo N, Farrerons Vidal O 2017 Modelos Constructivistas de Aprendizaje en Programas de Formación (Barcelona: OmniaScience)De Caro D M 2015 El concepto de esquema en la teoría psicogenética de Piaget y la terapia cognitiva de Beck Intersecciones Psi Revista Electrónica de la Facultad de Psicología de la UBA 5(16) 1Serrano J M, Pons R M 2011 El constructivismo hoy: enfoques constructivistas en educación Revista Electrónica de Investigación Educativa 13(1) 1Martos-Núñez E, Martos-García A 2016 Alfabetización, gráficos y aprendizaje heurístico Educación y Educadores 19(1) 121Giraldo I 2017 Los mapas conceptuales Revista EDUCA UMCH 09 35Vygotsky LS 2009 El Desarrollo de los Procesos Psicológicos Superiores (Barcelona: Critica)Revelo-Sánchez O, Collazos-Ordoñez C A, Jiménez-Toledo J A 2018 El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura TecnoLógicas 21(41) 115Cobas R, Repilado F L, Gracia A 2017 Los mapas conceptuales en la enseñanza de la física: una alternativa para desarrollar el aprendizaje en los estudiantes de ingeniería geológica Didasc@lia: Didáctica y Educación 8(6) 185Florez-Uribe A M, Ayala-Pimentel J O, Conde C A 2011 Los Mapas Conceptuales como Estrategia que permite mejorar el proceso de enseñanza aprendizaje de la neuroanatomía International Journal of Morphology, 29(1) 84Pulgar J A, Sánchez I 2013 La influencia de mapas conceptuales y v de gowin en la creatividad y el rendimiento académico de la física universitaria Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas No Extra(1) 2853Navea A, Varela I 2017 Mapas conceptuales para aumentar el rendimiento académico en los estudiantes de enfermería Educación Médica Superior 31(2) 1Pontes A 2012 Representación y comunicación del conocimiento con mapas conceptuales en la formación del profesorado de ciencia y tecnología Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 9(1) 108Hernández R, Fernández C, Baptista M P 2010 Metodología de la Investigación (Ciudad de México: McGraw Hill)Pontes A, Varo M 2013 Aprendizaje colaborativo con mapas conceptuales en la formación inicial del profesorado de secundaria IX Congreso Internacional sobre Investigación en Didáctica de las Ciencias (Girona: Comunicación) p 2826Cortez-Clavijo P E, González-Santos M, Molina-Benavides L S, Iza-Espinoza L, Cochea-Panchana G C 2018 Herramientas TIC: Uso de los mapas conceptuales y mentales para potenciar el Aprendizaje en asignaturas aplicadas a la carrera de Comunicación Revista Ciencias Pedagógicas e Innovación 6(2)Estrada J H, Correa J D 2019 El proceso enseñanza–aprendizaje y los mapas conceptuales: una reflexión desde la educación en ciencias de la salud Acta Odontológica Colombiana 9(2) 86Pontes A, Varo-Martínez M 2016 Mapas conceptuales aplicados al tratamiento de temas medioambientales en la formación del profesorado de física Profesorado Revista de Currículum y Formación de Profesorado 20(2) 452Almulla M A, Alamri M M 2021 Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement Sustainability 13 4029:1ORIGINALPabón-Galán_2021_J._Phys.__Conf._Ser._2102_012006.pdfPabón-Galán_2021_J._Phys.__Conf._Ser._2102_012006.pdfMain articleapplication/pdf516252https://repositorio.ufps.edu.co/bitstream/ufps/6637/1/Pab%c3%b3n-Gal%c3%a1n_2021_J._Phys.__Conf._Ser._2102_012006.pdf8e96be8e254b0c6b2c758cde2e9d1f1eMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.ufps.edu.co/bitstream/ufps/6637/2/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD52open accessTEXTPabón-Galán_2021_J._Phys.__Conf._Ser._2102_012006.pdf.txtPabón-Galán_2021_J._Phys.__Conf._Ser._2102_012006.pdf.txtExtracted 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 incorporada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
 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