Personality Patterns of Engineering, Law, Medical, and Teacher-Training Students: A Comparative Study

1968 ◽  
Vol 74 (2) ◽  
pp. 287-288
Author(s):  
S. K. Pal
2015 ◽  
Vol 2 (22) ◽  
pp. 31
Author(s):  
Jordi Solbes-Matarredona ◽  
Nidia Yaneth Torres-Merchán

Este artículo forma parte de una investigación sobre el uso de cuestiones socio-científicas a fin de promover las competencias para el pensamiento crítico en estudiantes universitarios. La primera parte presenta las apreciaciones de un grupo de estudiantes en formación docente acerca de la criticidad de la ciencia y lo que entienden por ciencia crítica. También, se presenta y se discute sobre las experiencias de algunos investigadores perseguidos debido a sus contribuciones científicas, ya que tuvieron implicaciones sociales, o cuestiones sociocientíficas.Alternatives to Reflect on Critical Aspects of Science in the ClassroomThis paper is part of a research about the use of scientific-social issues to promote critical thinking skills in university students. The first part presents the considerations of a group of teacher training students about the criticality of science and what they understand about critical science. It also presents and discusses the experiences of some researchers who were persecuted because of their scientific contributions with social implications or scientific social issues.Alternativas para refletir aspectos críticos da ciência na sala de aulaEste artigo é parte de uma investigação sobre o uso de questões sociais científicos, para promover habilidades de pensamento crítico dos estudantes da universidade. A primeira parte apresenta os motivos que levaram um grupo de estudantes de formação de professores sobre a criticidade da ciência e o que eles querem dizer com uma ciência crítica. Ele também apresenta e discute alguns investigadores perseguidos por suas contribuições científicas para implicações sociais ou questões sociais científicos. 


Author(s):  
Berenice Morales González ◽  
Rubén Edel Navarro ◽  
Genaro Aguirre Aguilar

The purpose of the chapter is to disseminate a comparative study developed in an institution dedicated to teacher training in the state of Veracruz, Mexico. The study led the follow-up of two teachers responsible for a course of bachelor's degree in Preschool Education called Learning Environments during a semester. Three interviews were applied to two participating teachers. Through inductive analysis, MaxQDA software was chosen to identify categories of analysis. The work is analyzed from the TPACK model, as a systemic and integral proposal to investigate teacher training practices as a complex and necessary phenomenon to continue studying.


2017 ◽  
Vol 154 ◽  
pp. 255-268 ◽  
Author(s):  
Lenke Major ◽  
Žolt Namestovski ◽  
Rita Horák ◽  
Ágnes Bagány ◽  
Valéria Pintér Krekić

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