La formación del profesor de ciencias : fundamentos teóricos en una perspectiva de autorregulación metacognitiva
ABSTRACT: Cognitive tendency research on education has been centred on student learning and on didactics and science teachíng methods assessment. Based on cognitive self-regulation and metacognition, this article promotes a formative assessment of great relevance in the initial training of science t...
- Autores:
-
Angulo Delgado, Fanny
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 1998
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- spa
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/8761
- Acceso en línea:
- http://hdl.handle.net/10495/8761
- Palabra clave:
- Formación de docentes
Teacher training
Enseñanza de las ciencias
Science education
Aprendizaje
Learning
Evaluación curricular
Curriculum evaluation
Didáctica de las ciencias
http://vocabularies.unesco.org/thesaurus/concept9331
http://vocabularies.unesco.org/thesaurus/concept63
http://vocabularies.unesco.org/thesaurus/concept5
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 2.5 Colombia (CC BY-NC-SA 2.5 CO)
| Summary: | ABSTRACT: Cognitive tendency research on education has been centred on student learning and on didactics and science teachíng methods assessment. Based on cognitive self-regulation and metacognition, this article promotes a formative assessment of great relevance in the initial training of science teachers. Conceptual change and meaningful learning processes are understood according to the perspective of the teaching profession of the future educator. |
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