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dc.contributor.authorLambraño López, Jennifer Juliethspa
dc.date.accessioned2017-12-13T22:23:49Z
dc.date.available2017-12-13T22:23:49Z
dc.date.issued2016-08-04
dc.identifierhttp://revistas.pedagogica.edu.co/index.php/PPDQ/article/view/4048
dc.identifier.urihttp://hdl.handle.net/20.500.12209/6998
dc.descriptionThis project stems from the pedagogical and didactic practice done in the Champagnat College of Bogotá, there, with the participation of 30 tenth graders, in which a series of activities designed blog was applied Químik Grado Décimo Colegio Champagnat on the basis of the model of Teaching for Understanding (efc) for the generative topical formulation of inorganic compounds. The implemen tation of this strategy and the continuous monitoring of assessment results allow concluding that the understanding of the topic in the students favored, with the use of a positive blog for chemistry teaching resource.spa
dc.formatapplication/pdfspa
dc.languagespa
dc.publisherPPDQ Boletínspa
dc.relationhttp://revistas.pedagogica.edu.co/index.php/PPDQ/article/view/4048/3460
dc.rightsCopyright (c) 2016 PPDQ Boletínspa
dc.rightshttp://creativecommons.org/licenses/by-nc/4.0spa
dc.sourcePPDQ Boletín; Núm. 54 (2015): Boletín de Química PPDQspa
dc.source0122-7866spa
dc.subjectTeaching for understanding, developing inorganic, education and teaching practicespa
dc.titleEl blog: un recurso didáctico que favorece la comprensión en los estudiantes sobre la formulación de compuestos inorgánicosspa
dc.typeinfo:eu-repo/semantics/articlespa
dc.typeinfo:eu-repo/semantics/publishedVersionspa


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