Aprender Ciencia con textos: Bases teóricas y directrices
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Aprender Ciencia con textos: Bases teóricas y directrices

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Aprender Ciencia con textos: Bases teóricas y directrices

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dc.contributor.author Solaz Portolés, Joan Josep
dc.date.accessioned 2017-02-07T15:14:44Z
dc.date.available 2017-02-07T15:14:44Z
dc.date.issued 2009
dc.identifier.uri http://hdl.handle.net/10550/57083
dc.description.abstract In this work we analyse the cognitive processes and the variables that take part in texts comprehension. We present the textual characteristics that, in physical sciences, favour the elaboration of the mental representation called situation model, for his important role in comprehension. Finally, we emphasize the aspects of the activities (questions, problem solving, practical work) that improve learning from texts of physical sciences.
dc.language.iso spa
dc.relation.ispartof Latin-American Journal of Physics Education, 2009, vol. 3, num. 2, p. 376-379
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Solaz Portolés, Joan Josep 2009 Aprender Ciencia con textos: Bases teóricas y directrices Latin-American Journal of Physics Education 3 2 376 379
dc.subject Ciència Ensenyament
dc.subject Aprenentatge
dc.title Aprender Ciencia con textos: Bases teóricas y directrices
dc.type info:eu-repo/semantics/article
dc.date.updated 2017-02-07T15:14:45Z
dc.identifier.idgrec 115839

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