The Alternative Common Knowledge within the Energy Education in the Specialty of Mathematics and Physics
Abstract
The use of different empirical methods such as surveys and interviews, along with the theoretical ones analysis-synthesis and induction-deduction, allowed to deepen on the theoretical aspects included in the curricular strategy of the environmental education and to insert it in the pedagogical process of the Specialty of Mathematics and Physics. It includes the proposal of methodological actions which contain pedagogical resources that allow professors to work in a particular way with the alternative common knowledge related to energy while studying the different contents of the subject Physics, which favors such education on the students of the specialty. Finally, the results derived from the application of the proposal are presented. Some qualitative and quantitative arguments are discussed in order to demonstrate the effectiveness of it.
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