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This paper analyzes the comments that were published (Olivares Campiño, 2014) in response to a previous article of mine on the teaching of chemical formulation in the secondary school classroom (Fernández González, 2013). It highlights the disparity between the science teaching approach in my article and the discipline-oriented approach in the comments responding to my article. The author of the response interprets the differences between the two approaches as errors when these differences actually stem from a process of didactic transposition that adapts expert knowledge to the needs of secondary school students. This paper defends the coherence of my proposal for the teaching of chemical formulation, which is based on the historical atomic model and the concept of valence. This proposal is thus a science classroom model, which can change and evolve as the student reaches higher academic levels. Without a single reference to PCK, the response to my article mainly focuses on aspects related to norms and standards as well as to the discipline itself. This paper satisfactorily addresses these criticisms and underlines that formulation is a means of learning Chemistry and should not be conceived as an end in itself. [ABSTRACT FROM AUTHOR]

Historically, the bodies responsible for designing the curricula in our country have included the English discipline in them and have conceived graduate profiles covering elements that require knowing this language. They have invested in the training of teachers, the reproduction of materials, methods designed abroad by native English-speaking specialists, and some sound reproduction equipment in line with the economic resources of the country. More recently, various Cuban authors specialized in English language have been asked to design the basic materials used to teach the courses in the program. The efforts made over the years have yielded some results, although they could be qualitatively superior. This paper presents a reflection on some elements that still hamper the achievement of better results. [ABSTRACT FROM AUTHOR]

In this paper I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. An examination of anthropological accounts of the characteristics of education in small, face-to-face, pre-industrial societies raises the question of why major challenges have confronted contemporary psycho-educational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those same face-to-face societies. The paper concludes with a description of a multi-institutional, multi-disciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multi-generational system of activities with potential widespread benefits. [ABSTRACT FROM AUTHOR]

In this paper, a number of ideas related to distance education and its role in teaching and learning are considered. Although these considerations have been made principally with highly able students in mind, our aim has been to generalize the possibilities of curriculum diversification and flexibility for all students be they highly able or not. It is true that the most capable students have special characteristics regarding the way they learn, which are obvious. No less obvious is that if we heed the principals which govern the teaching-learning process, all students should benefit from learning at their own pace, frequent evaluation, prescriptive teaching, etc. These are all characteristics of good teaching. Perhaps, for this reason, it would be fair to state that when teaching highly able students is taken seriously, the whole school benefits. The paper ends with some specific considerations on the distance education model which is followed by CTY Spain, a charter member of the Johns Hopkins Center for Talented Youth International, a center which is highly recognized throughout the world for the instruction of highly able students everywhere. [ABSTRACT FROM AUTHOR]

This paper studies the theoretical assumptions of constructivism in order to understand it from the perspectives of epistemology and pedagogy. In the first section, three relevant constructivist positions (radical, Piaget's, and social constructivism) are describe as a necessary condition to explore the possibility of advancing in the characterization of a constructivist epistemology and to be able to show the epistemological difficulties entailed. The second section, constructivism as a pedagogic theory, examines the constructivist pedagogy to show its contribution to teaching. In addition, some pedagogy objections requiring clarification regarding the theme are mentioned. Finally, by establishing a connection from the epistemological and pedagogical perspectives of constructivism, it is suggested that constructivism is not a theory of teaching but rather a u of raisins epistemological problems and trying to solve them. It is not the intention this paper to fall into simplifications which are typical of constructivism but to high light some of its positive aspects such as underlining the importance of a positive attitude in learning. [ABSTRACT FROM AUTHOR]

Economic actions against Cuba since the 90's have had a negative impact on laboratory practicals in the Basic Sciences, leading to changes in the curriculum. This paper reviews the feasibility of rescuing and improving such activities related to the Physiology content inserted in the discipline of Morphophysiology. The objective was to identify the Physiology content to be taught in the practicals and define the means and innovations necessary to complete them. The practicals that can be carried out with the available means are presented and characterized. It is concluded that the exercises and topics covered in the practicals coincide with the Physiology content corresponding to Morphophysiology I, III, V and VI and that they can be carried out with the existing resources as well as other innovated by the authors. This way of proceeding saves resources by replacing media or reagents and leads to more effective learning, plus better preparation of teachers to meet the challenges posed by the curriculum D. [ABSTRACT FROM AUTHOR]

This paper derives from a research project based on the UNMDP FAUD, Argentina, in the context of the problems of teaching and learning in the disciplines of design. Focused on the study of historiography in the careers of architecture and industrial design, we approach an interpretive area, meaning that it generates important information about teaching as projective disciplines. In this sense, our academic unit adopts a particular format comparative with other faculties, because the courses of history are the same for careers in architecture and industrial design since 1995. We present here then, some progress within research project as part of the survey and analysis of the work plans of the area, from the methodological premise that displays these documents as a source of information on epistemological and teaching around the historical discipline training - in terms of project planning, in both careers. [ABSTRACT FROM AUTHOR]

Decades ago, Daniel Jones stated that it is practically impossible to formulate generalizations regarding primary stress placement in English. In spite of its pessimistic nature, this view has been widely accepted. in this paper, we aim to review different theoretical approaches put forward to predict and provide an explanation to English stress behaviour. We shall focus on those specific aspects that may prove useful for the teaching of English as a foreign language. This overview comprises structuralist phonology, generative phonology in its different formulations, metrical and rhythmic theory and, finally, Optimality Theory. These provide support in favour of the claim that stating generalizations concerning English stress is more plausible than Jones suggested.. We conclude that while it is sensible to say that English primary stress is predictable in a majority of word, it is necessary to acknowledge that no approach can account for the stress patterning of all English words. [ABSTRACT FROM AUTHOR]

The paper establishes a relation between the philosophy didactics and the philosophy of education, trying to prove that there is, in fact, many authors believe, a relation between both. Not because philosophy implies always, like some authors think, a certain kind of teaching, but only when teaching learning of philosophy corresponds to the nature of philosophy and to its specific demands. Wich means that a philosophy didactics, that corresponds to the nature of philosophy, presupposes a philosophy of education in wich the education is not philosophic at all. In that case, and only in that case, there is a philosophy of education on is most noble aspect, the one that philosophy demands and presuppose but rarely honours. [ABSTRACT FROM AUTHOR]

This paper approaches the most outstanding aspects in a didactic model on the dynamics of the Educational Learning Process in the Superior Education, sustained in the Information and the Communications Technologies (TIC). In the model that is presented, the definition of configurations, dimensions, links and regularities, constitute theoretical aspects that allow to reveal the essence of this dynamics with the employment of these technologies, those that constitute tools mediators in the multiple relationships that in this they take place. With the presented model it puts on in evidence that the use of the Information and the Communications Technologies in the Educational Learning Process facilitate a different dynamics, characterized by a bigger participation of the students in their learning, also facilitating that new fellows can participate in this process collaborating with the same one, helping to their continuous improvement. [ABSTRACT FROM AUTHOR]

This paper analyzes applied anthropology from the experience of non academic work, by taking to the classroom teaching methods for thinking and developing applied projects. Using and conducting anthropological knowledge to real world problems and needs is the challenge of practicing anthropology, so is the responsibility to expose it from academic world to society. [ABSTRACT FROM AUTHOR]

This paper shortly describes the main characteristics of the Pequeños Científicos program in its different action dimensions. It describes the program objectives, the strategies used in it and the preliminary results that have been obtained. [ABSTRACT FROM AUTHOR]