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dc.contributor.authorCruz-Lorite, Isabel María
dc.contributor.authorCebrián-Robles, Daniel
dc.contributor.authorAcebal-Expósito, María del Carmen
dc.contributor.authorBlanco-López, Ángel
dc.date.accessioned2021-09-14T07:46:41Z
dc.date.available2021-09-14T07:46:41Z
dc.date.created2021
dc.date.issued2021
dc.identifier.urihttps://hdl.handle.net/10630/22830
dc.description.abstractThis work shows a study about the influence of the role defended during the participation in a role-playing game about nuclear energy on the pre-service elementary science teachers’ scientific knowledge. 74 pre-service teachers participated in four role-playing games and a mixed approach was followed for data analysis, through a pre-test/post-test. The results suggest that the pre-service teachers who had to defend a role with a position against their personal point of view could achieve greater scientific knowledge learning. Furthermore, some limitations of this study are discuss.es_ES
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.es_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEducaciónes_ES
dc.subject.otherInitial Teacher Education (pre-service)es_ES
dc.subject.otherSimulationses_ES
dc.subject.otherSocioscientific Issueses_ES
dc.subject.otherRole-playing gamees_ES
dc.subject.otherNuclear energyes_ES
dc.titleInfluence of the role defended during a role-playing on pre-service elementary science teachers' scientific knowledgees_ES
dc.typeinfo:eu-repo/semantics/conferenceObjectes_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.relation.eventtitle14th Conference of the European Science Education Research Association (ESERA 2021)es_ES
dc.relation.eventplaceBraga, Portugal.es_ES
dc.relation.eventdate30/08/21-03/09/21es_ES
dc.rights.ccAttribution-NonCommercial-NoDerivatives 4.0 Internacional*


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