Andere Kunden interessierten sich auch für
![Improving Didactic Coherence]( "Improving Didactic Coherence")
Improving Didactic Coherence62,99 €![A didactic alternative for Citizenship Education from History]( "A didactic alternative for Citizenship Education from History")
A didactic alternative for Citizenship Education from History29,99 €![The didactics of professional development as an object]( "The didactics of professional development as an object")
The didactics of professional development as an object51,99 €![A didactic awareness of the]( "A didactic awareness of the")
A didactic awareness of the "reader 2.0" in the FLE classroom29,99 €![The improvement of the Spanish-Literature teacher today]( "The improvement of the Spanish-Literature teacher today")
The improvement of the Spanish-Literature teacher today26,99 €![The Didactic Role of the Ethics Teacher at ITESM México]( "The Didactic Role of the Ethics Teacher at ITESM México")
The Didactic Role of the Ethics Teacher at ITESM México46,99 €![Didactic Coherence in Mathematics Education]( "Didactic Coherence in Mathematics Education")
Didactic Coherence in Mathematics Education29,99 €
The present research is entitled "Teaching strategies to strengthen scientific competencies in the subject of Physics. This study is approached under Action Research as a method with a qualitative approach, where the research process was developed in three phases: diagnosis, design and implementation and evaluation. An analysis was made of the pedagogical strategies used from the study of natural sciences and the effectiveness was determined, indicating the relevance in the pedagogical process, the development of scientific skills and the appropriation of knowledge. Likewise, the current state of scientific competences in the subject of physics was diagnosed: comprehensive use of scientific knowledge, explanation of phenomena and inquiry; pedagogical strategies were designed to strengthen them, activities were implemented and their effectiveness was evaluated. The results obtained show changes in the students, since when they perform scientific experiments, they understand their processes and their conceptual basis and, in the same way, they explain what happens and relate it to facts present in their daily lives.