The approach of contextual situations to solve problems and decisions
Main Article Content
Abstract
This paper describes a teaching strategy to enhance in middle school students from a school in the city of Tunja the ability of problem-solving and decision making in everyday situations, from the chemistry class. A diagnosis is made using HCTAES test (Halpern, 1998) and activities were designed to articulate the chemical concepts with critical thinking skills, as well as to establish learning tool that establishes a significant relationship between the learning of chemistry with everyday situations.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Canivez, P. ( 1991). Educar o cidadão? Campinas: Papirus.
Halpern, D. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53, (4), 449-455.
Kortland, K. (1996). An STS case study about students' decision making on the waste issue. Science Education, 80, (6), p.673-89.
McConnell, M. C. (1982). Teaching about science, technology and society at the secondary school level in the United States: an education dilemma for the 1980s. Studies in ScienceEducation, 9, p.1-32.
Mortimer, E. F. (1995). Conceptual change or conceptual profile change? Science & Education, 4, (3), p.265-87.
Pedretti, E. (2003). Teaching science, technology, society and Environment (STSE) education: Preservice Teachers's philosophical and pedagogical landscapes, en Zeidler, D. (Eds).The role of moral reasoning on socioscientific issues and discourse in science education, pp. 219-239. The Netherlands: Kluwer Academic Publishers.
Ramsey, J. (1993). The science education reform movement: implications for social responsibility. Science Education, 77, (2), p.235-58,.
Saiz, C. & Nieto, A. (2002). Pensamiento crítico: capa cidades y desarrollo. En C. Saiz (ed.). Pensamiento crítico: conceptos básicos y actividades prácticas (p. 15-19). Madrid: Pirámide.
Santos, W. & Mortimer, E. (2001). Tomada de decisão para ação social responsável no ensino de ciências. Ciência & Educação, 7, (1), p.95-111.
Zoller, U. (1991). La solución de problemas de U y la paradoja de solución de problemas. Asuntos conceptuales en la educación ambiental. Nueva York: Peter Lang.