Gabriela Meroni , María Inés Copello , Joaquín Paredes
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Enseñar química en contexto. Una dimensión de la innovación didáctica en educación secundaria
The presence of a feature of contemporary innovations in science education using the concept “Chemistry in Context” from the approach Science, Technology and Society applied to this teaching is analyzed. This is a sub-study from a larger one about innovative practices, its identification and characterization. A methodology based on 6 semi-structured interviews to innovative teachers selected from a group of 29 was used. Triangulation between coders was done and a report was generated. Innovative practices with a varied range of activities to contextualize the teaching of chemistry are identified. Some of them are real problems of research focused on the daily basis. Their innovative nature and permanence and the future of these practices at schools are valued.
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