Article Sidebar
Section
Artículos
Issue
Main Article Content
Published:
Jun 1, 2023
Jun 1, 2023
Keywords:
Action Science, Physics, Forces, Motion, Simple Machines.
Abstract
Action Science is an active leaming methodology for teaching physics concepts built around student interests such as skateboarding and bicycle motocross (BMX). The phrase “action Science” can be defined as the use of familiar objects, circumstances and situations within the lives of students in order to explain specific concepts in Science. One new idea in this area is Dr. Skateboard’s Action Science, a DVD with classroom activities and video instruction taken from demonstrations in schools and different settings in order to facilítate the learning of Science concepts such as motion, forces, energy and simple machines in these sports.
How to Cite
Robertson, W. H. (2023). Skateboard : ciencia de acción de doctor skateboard: Educación transformativa en física. Revista Perspectivas Educacionales (REPED), (9), 343–350. Retrieved from https://revistas.umce.cl/index.php/perspectivas/article/view/2616
References
Apple. M.W., Official knowledge. New York: Routledge. USA. 1993, p. 35-43.
Bentley, M.L., Carpe diem. Science activities, 32, [3], p. 23-30, 1995.
Brooks, J. G. & Brooks, M.G., The casefor the constructivist classroom, Alexandria, Virginia, ASCD Press, 1993, p. 92.
Bruner, J., The process of education, Harvard University Press, Cambridge, MA, USA, 1962, p. 55-59.
Bybee. R. W., The BSCS 5e instructional model: Origins, effectiveness, and applications (Executive Summary). [On-Line] Obtenido 9 septiembre, 2007 at http://www.bscs.org/pdf/ bscs5eexecsummary.pdf
Dewey, J., The child and the curriculum, Chicago University Press, Chicago, IL, USA, 1902, p. 22-29.
Eisenkraft, A., Expanding the 5E Model. The Science Teacher. 70. [6], p.57-59, 2003.
Hofstein, A and Yager, R., Societal issues as organizers for Science education in the 80s, School Science and mathematics, 82 p.539-547, 1982.
Robertson, W.H., The critical thinking curriculum model, Dissertation from the University of New México, 2000. p. 36-38.
Rutherford, F. James and Algrehn, Andrew, Science for all Americans, Oxford University Press, New York, NY. USA, 1990, p. 197-203.
Bentley, M.L., Carpe diem. Science activities, 32, [3], p. 23-30, 1995.
Brooks, J. G. & Brooks, M.G., The casefor the constructivist classroom, Alexandria, Virginia, ASCD Press, 1993, p. 92.
Bruner, J., The process of education, Harvard University Press, Cambridge, MA, USA, 1962, p. 55-59.
Bybee. R. W., The BSCS 5e instructional model: Origins, effectiveness, and applications (Executive Summary). [On-Line] Obtenido 9 septiembre, 2007 at http://www.bscs.org/pdf/ bscs5eexecsummary.pdf
Dewey, J., The child and the curriculum, Chicago University Press, Chicago, IL, USA, 1902, p. 22-29.
Eisenkraft, A., Expanding the 5E Model. The Science Teacher. 70. [6], p.57-59, 2003.
Hofstein, A and Yager, R., Societal issues as organizers for Science education in the 80s, School Science and mathematics, 82 p.539-547, 1982.
Robertson, W.H., The critical thinking curriculum model, Dissertation from the University of New México, 2000. p. 36-38.
Rutherford, F. James and Algrehn, Andrew, Science for all Americans, Oxford University Press, New York, NY. USA, 1990, p. 197-203.
