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首页> 外文会议>International Technology,Education and Development Conference >(1355)STRATEGIES FOR THE TEACHING AND LEARNING OF EARTH SCIENCES WITH TEACHER STUDENTS OF PRIMARY EDUCATION
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(1355)STRATEGIES FOR THE TEACHING AND LEARNING OF EARTH SCIENCES WITH TEACHER STUDENTS OF PRIMARY EDUCATION

机译：（1355年）与初等教育教师学生教学和学习的策略

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Since the early 50s of last century the Teaching of Science has undergone a process of continuous development, to become a scientific discipline largely accepted as such by many different universities worldwide. Besides, the proliferation of publications, magazines, conferences, symposia, meetings, and so on, proves this assertion. In these publications and meetings the Teaching of Science (or Science Education in more general terms)is addressed as a new field of research, teaching and educational innovation focused on the processes of teaching and learning of the experimental sciences (all of them: Physics, Chemistry, Biology and Geology). The study of this discipline is undertaken from different pedagogical, epistemological, psychological and sociological approaches. From this general perspective we can say that over the last two decades each of the sciences has developed specific characteristics so that, today, we could speak about specific didactics for each one of them. In the case of Geology (or Geoscience)Teaching there have been significant contributions from the following fields of research: the students' prior ideas (constructivist approach), the history of geology (as a subject-specific field)and from epistemology (Pedrinaci, E.)[1]. The body of geoscience knowledge has an internal logic (as happens with the other science subjects)that allows us to organize the contents to teach, selecting, arranging and establishing proper relations between them. Still geology has a central, transverse, inter-and transdisciplinary character for its relationship with the other sciences. This character makes it appear as one of the disciplines with a huge potential to combine different methodologies of teaching and learning and different learning models already tested in the research field of Physics, Chemistry or Biology Education. Moreover, the most recent term coined for it "geosciences or earth and space sciences" emphasizes still further such character receiving the contributions of physics, chemistry, biology and environmental science in a kind of scientific-technical mixture which enriches the discipline itself and constitutes a fundamental basis for the evolution of knowledge in its broadest sense (Martinez Frias et al.)[2]. In this paper we propose to show some of the experiences and didactic innovations in the teaching of geology found in the scientific literature in recent years and likewise part of an author's own work on the establishment of analogies on the time variable based on Carl Sagan's cosmic calendar. With these analogies we try to approximate geologic times to the understanding of high school and first university courses students (Aguirre 2008)[3]
机译：自上世纪50年代初以来，科学教学经历了一个持续发展的过程，成为一个科学学科，主要被认为是全世界许多不同的大学。此外，出版物，杂志，会议，专题讨论会，会议等的扩散证明了这一主张。在这些出版物和会议中，科学教学（或更多普通方面的科学教育）被称为新的研究，教学和教育创新领域，专注于实验科学的教学和学习进程（所有这些：物理，化学，生物学和地质）。本学科的研究是从不同的教学，认识论，心理学和社会学方法中进行的。从这个一般的角度来看，我们可以说，在过去的二十年中，每个科学都已经开发了特定的特征，以便今天，我们可以对每个人谈论特定的教学。在地质学（或地球科学）教学中，以下研究领域具有重要贡献：学生的先前想法（建构主义方法），地质史（作为特定于学科的领域）和认识论（Pedrinaci， e。）[1]。地质科学知识的身体具有内部逻辑（与其他科学科目发生在一起），使我们能够组织内容以教导，选择，安排和建立它们之间的正确关系。地质仍然具有与其他科学的关系的中央，横向，和跨学科的特征。这种角色使它成为其中一个学科，与在物理学，化学或生物学教育的研究领域已经测试的教学和学习和已经测试的不同学习模型的巨大潜力之一。此外，为其创造的最近术语“地球科学或地球和地球和空间科学”强调仍然进一步推动了一种在一种科学技术混合物中获得物理学，化学，生物学和环境科学的贡献，这些特征在一种科学 - 技术混合物中丰富了学科本身并构成了一个其最广义上知识演变的基础（Martinez Frias等）[2]。在本文中，我们建议展示近年来科学文学中发现的地质教学中的一些经验和教学创新，同时作者自己在基于Carl Sagan的宇宙日历的时间变量建立类比的一部分工作。通过这些类比，我们试图对高中和第一所大学课程学生的理解（Aguirre 2008）的理解来近似地质时间[3]

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