Resumo

FURIO MAS, Carles  e  FURIO GOMEZ, Cristina. How to design a science teaching sequence from a socio-constructivist approach?. Educ. quím [online]. 2009, vol.20, suppl.1, pp.246-251. ISSN 0187-893X.

This conference aims to show how the results of research in science teaching can be used by teachers in the design and development of a sequence of learning from a socio-constructivist view. Based on the training needs of the teacher to successfully face the challenges of teaching, teachers have to develop four skills in the design of a teaching sequence: the history and epistemology of the concepts and theories taught and, in particular, major problems in its construction; namely the sequencing of objectives and appropriate content to the student's psychological problems, in the form of interest; determine the specific knowledge and skills students should acquire in relation to the contents and understand their key difficulties; finally find a teaching model selection to derive coherent strategies that facilitate learning. In the talk has been applied the model of teaching-learning based on developing guided research focused on the design of a sequence of teaching on the atomic theory of matter for high school students.

Palavras-chave : teaching sequences; design; teacher competences; atomic theory; secondary education.

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