No. 45 (2023)

Monográfico

• Development of scientific thinking at 0-3 years of age: a systematic review

  Loli Vázquez Carrasco, Anna Marbà Tallada, Montserrat Pedreira Álvarez

  3-16

  • PDF (Español)

• Scientific diapers: a contextualized learning situation in the 2-year-old classroom to work on science

  José Cantó Doménech, Almudena Marín Porta, M. Lluïsa Ortiz Hernández, José Viana Sánchez

  17-34

  • PDF (Español)

• Some design principles for single-thematic free-choice science learning environments

  Ester Mateo González, María José Sáez Bondía, Jorge Martín García, Sara Fernández López del Moral

  35-52

  • PDF (Español)

• Adult intervention determines the development of science skills in early childhood education

  María Napal Fraile, Lara Vázquez Bienzobas

  53-68

  • PDF (Español)

• Early childhood educators' self-efficacy, science perceptions, and professional development experiences in the Southeastern U.S. and Catalonia

  Cathy Lauren Grist, Lori A. Caudle, Carla Quesada-Pallarés, Hannah R. Thompson

  69-82

  • PDF

• Management of the living being model by trainee teachers after a learning experience through modeling

  Rosa Esperanza Galera-Flores, Natalia Jiménez-Tenorio, José María Oliva Martínez

  83-98

  • PDF (Español)

• Teaching history and heritage through archaeology: conceptions of trainee teachers

  Leticia López-Mondéjar, José Ángel Armas-Castro

  99-112

  • PDF (Español)

• Learning historical periods with the Jigsaw Classroom in virtual teacher training

  Albert Irigoyen, Josep M. Pons-Altés, Marta Hernández-Pérez, Oriol Cardona Ràmia

  113-130

  • PDF (Español)

• Eroding the representation of a school subject: memories, conceptions and teacher training in History of Art

  Raúl López-Castelló

  131-146

  • PDF (Español)

• Use of digital resources for the introduction of cultural heritage in primary school: teachers’ opinion

  Annalisa Giacalone, Laura Arias-Ferrer, Alejandro Egea-Vivancos

  147-162

  • PDF (Español)