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Please use this identifier to cite or link to this item: https://saber.ucv.ve/jspui/handle/10872/8743
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dc.contributor.authorLacueva, Aurora-
dc.date.accessioned2015-03-20T03:19:31Z-
dc.date.available2015-03-20T03:19:31Z-
dc.date.issued2003-
dc.identifier.citation14 (2): 31-35.es_VE
dc.identifier.issn2077-2327-
dc.identifier.urihttp://hdl.handle.net/10872/8743-
dc.description.abstractProjects are an essential part of a truly educative school, a school that encourages significant, inquisitive and pertinent learning (Manning, Manning & Long, 1994; Marx et al., 1997). To avoid dry “scientism”, it may be useful to consider three kinds of projects for the science classroom: scientific, technological and of “citizen research” (Lacueva, 2000a; Lacueva, 2000b). The combination of them offers a much more complete and balanced education for all children and youngsters. Although overlappings and mixings can occur, each kind of project is guided by different purposes, requires different methodologies and cultivates distinct attitudes and values.es_VE
dc.language.isoenes_VE
dc.publisherScience Education International. The Journal of the International Council of Associations for Science Education.es_VE
dc.subjecteducación por proyectoses_VE
dc.subjectenseñanza por la investigaciónes_VE
dc.subjectenseñanza de las ciencias naturaleses_VE
dc.subjectproject-based learninges_VE
dc.subjectstudents researches_VE
dc.subjectscience educationes_VE
dc.titleProjects at School: Scientific, Technological and of Citizen Research.es_VE
dc.typeArticlees_VE
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