Didactic Investigations

• Reform of initial science teacher training: design proposal for a competency-based curriculum

  Francisco Javier Perales Palacios, José Manuel Cabo Hernández, Jose Miguel Vilchez González, Manuel Fernández González, Francisco González García, Pilar Jiménez Tejada

  • PDF (ES)
• Professional competencies in Education for Sustainability: an exploratory study of student teachers’ views

  Gisela Cebrián Bernat, Mercè Junyent Pubill

  • PDF (ES)
• University teachers’ conceptions about science and science learning, and how they address the promotion of scientific skills in Biology teacher-training

  Carolina Paz Martínez Galaz, Corina Úrsula González Weil

  • PDF (ES)
• The incidence of ‘applicationism’ in the integration of mathe¬matical modelling at university teaching of natural sciences

  Berta Barquero Farràs, Marianna Bosch Casabò, Josep Gascón Pérez

  • PDF (ES)
• ICT and meaningful science learning

  Marta Romero Ariza, Antonio Quesada

  • PDF (ES)
• Can science’s students recognize the logical arguments in¬volved in a demonstration?

  Vladímir Camacho Moreno, José Javier Sánchez Pozos, Gonzalo Zubieta Badillo

  • PDF (ES)
• What science education is promoted for primary education in Spain? An analysis of the national curriculum

  Antonio García-Carmona, Ana M. Criado, Pedro Cañal

  • PDF (ES)
• Air pollution: a context for the development of competencies in the secondary classroom

  Teresa Lupión Cobos, Teresa Prieto Ruz

  • PDF (ES)
• The importance of the cognitive-linguistic skills related to the study of the Astronomy from the teacher’s view

  Susana García Barros, Cristina Martínez Losada

  • PDF (ES)
• Algebrization levels of school mathematics activity. Implication for primary school teacher education

  Juan D. Godino, Lilia P. Aké, Margherita Gonzato, Miguel R. Wilhelmi

  • PDF (ES)
• Action research in the field of science education: a view from spanish journals on education

  María Jesús Romera Iruela

  • PDF (ES)