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dc.creatorSalcedo, Luis E.
dc.creatorReyes, Lilia
dc.creatorPerafán, Andrés
dc.date2002-07-14
dc.identifierhttp://revistas.pedagogica.edu.co/index.php/TED/article/view/5964
dc.identifier10.17227/ted.num12-5964
dc.descriptionln this article we present the results of the application of a pedagogyca/ strategy tochemistry tea chers. This strategy was cre ated ¡n order to permit the refiection uponthe issues of evaluation in theory and practice. ln this way, we can crea te realalternatives for transformation which contribute to an improvement of the qualíty ofchemical education. Teachers are ab/e to change their perception of evaluation from afinal accumulative proccess which centers attention only on the student to a concept ofevaluation as a means of learning and improving the proccess of teaching. Through thisstrategy the teachers apply this vision to the development of chemical subjects basedon a series of activities centered on problematic situations which evaluate throughoutthe proccess favoring a significant adquizition of chemistryes-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad Pedagógica Nacionales-ES
dc.relationhttp://revistas.pedagogica.edu.co/index.php/TED/article/view/5964/4944
dc.rightsDerechos de autor 2017 TED: Tecné, Episteme y Didaxises-ES
dc.rightshttp://creativecommons.org/licenses/by-nc/4.0es-ES
dc.sourceTecné Episteme y Didaxis TED; Núm. 12 (2002)es-ES
dc.sourceTecné Episteme y Didaxis TED; No 12 (2002)en-US
dc.sourceTecné Episteme y Didaxis TED; n. 12 (2002)pt-BR
dc.source2323-0126
dc.source0121-3814
dc.titleEVOLUCION EN LAS CONCEPCIONES SOBRE EVALUACION EN ESTUDIANTES DEL PROGRAMA DE MAESTRIA EN DOCENCIA DE LA QUÍMICAes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeinvestigación,didáctica, ciencias, teconologías, matemáticases-ES


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