Fósiles en la enseñanza de las ciencias.

F. Herrmann, Nelson Arias Ávila


The fact that the scientific knowledge increases steadily, whereas the teaching time remains constant, represents a problem for the teaching of science. We show that the physics curriculum contains concepts which, in former times, had been necessary and useful, but today are superfluous. The detection and elimination of these “fossils” could substantially alleviate this problem. Some examples are given.

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