Didactic Investigations

• Assess in order to transform: University teaching assessment through the lens of Sustainability

  Pilar Aznar-Minguet, M.Angeles Ull, M.Pilar Martínez-Agut, Albert Piñero

  • PDF (ES)
• Prospective teachers’ changing knowledge about teaching science

  Ana Rivero, Rosa Martín del Pozo, Emilio Solís, Pilar Azcárate, Rafael Porlán

  • PDF (ES)
• Characterizing the conceptions of Complexity of a group of environmental education researchers

  Genina Calafell Subirà, Neus Banqué Martinez

  • PDF (ES)
• The mathematical impoverishment of recommendations for teaching in official physics textbooks at high-school level

  Joaquim Barbé, Lorena Espinoza Salfate, Uwe Gellert

  • PDF (ES)
• Sequence of partial sums as an infinite iterative process: a step towards the understanding of numerical series from an APOS perspective

  Myriam Codes Valcarce, Alejandro S. González-Martín

  • PDF (ES)
• Analysis of the textual structure of chemistry textbooks regarding their teaching role

  Ainoa Marzabal Blancafort, Mercè Izquierdo Aymerich

  • PDF (ES)
• Teaching-learning sequences based on research results: proposal of a theoretical framework to addres Special Relativity Theory

  Irene Arriassecq, Ileana María Greca, Esther Elisabet Cayul

  • PDF (ES)
• Ways to approach the area under a curve: A study with high school students

  Carmen Aranda, María Luz Callejo

  • PDF (ES)
• Teacher traits associated to the use of different methodological strategies in Science classes

  Javier Gil-Flores

  • PDF (ES)