Un programa de investigación-acción con profesores de secundaria sobre la enseñanza-aprendizaje de la energía: un estudio de caso

We carried out an action-research program in Spain based in metacognitive reflection with four science teachers in a secondary school during 2002/03 and 2003/04. During the study, the participating teachers analyzed their own students' alternative ideas on energy, and the teaching methods they themselves used as were observed in the videos of their classes. They also planned new teaching units. In the article we will focus on the case of one experienced teacher named Raquel, and show how her teaching models and her students' ideas on energy evolved during this program. The results showed that ...

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