How do chemistry teachers use Cartesian graphical representations?

dc.creator	José Joaquín García García
dc.creator	Francisco Javier Perales Palacios
dc.date	2007-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:19:36Z
dc.date.available	2015-07-20T22:19:36Z
dc.identifier	0213-8646
dc.identifier	1575-0965
dc.identifier	https://doaj.org/article/bdf7f7441e714811b883219f7a68d2eb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19783
dc.description	This article shows the results of a study on the educational practices related to Cartesian graphical representations. The results show that the researched teachers do very few activities that require the comprehension of the implicit information in the graph. Also, they show that the frequency with which the researched teachers do activities of interpretation of graphs that require the understanding of their conceptual information does not change according to the educational level. In addition, it is shown that the higher the academic level, the lower the number of activities based on the interpretation of Cartesian graphs. Further, it is pointed out that the teachers frequently use Cartesian graphs with adjusted and straight lines but do not frequently use Cartesian graphs with several, curved or unadjusted lines. Finally, results show that the researched teachers group believe that the students fail interpreting the graphs due to their lack of practice in doing this type of activities.
dc.language	Spanish
dc.publisher	Asociación Universitaria de Formación del Profesorado
dc.relation	http://www.aufop.com/aufop/uploaded_files/articulos/1224596083.pdf
dc.relation	https://doaj.org/toc/0213-8646
dc.relation	https://doaj.org/toc/1575-0965
dc.source	Revista Electronica Interuniversitaria de Formación del Profesorado, Vol 10, Iss 1 (2007)
dc.subject	Cartesian Graphs
dc.subject	Chemistry
dc.subject	Comprehension
dc.subject	Information
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	How do chemistry teachers use Cartesian graphical representations?
dc.type	article