936 resultados para National Curriculum Paraneters of Natural Sciences
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no. 64 (1977)
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ser. 1 v. 2 (1858-1862)
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We are indebted with Marnix Medema, Paul Straight and Sean Rovito, for useful discussions and critical reading of the manuscript, as well as with Alicia Chagolla and Yolanda Rodriguez of the MS Service of Unidad Irapuato, Cinvestav, and Araceli Fernandez for technical support in high-performance computing. This work was funded by Conacyt Mexico (grants No. 179290 and 177568) and FINNOVA Mexico (grant No. 214716) to FBG. PCM was funded by Conacyt scholarship (No. 28830) and a Cinvestav posdoctoral fellowship. JF and JFK acknowledge funding from the College of Physical Sciences, University of Aberdeen, UK.
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Knowledge has adopted a preferential role in the explanation of development while the evidence about the effect of natural resources in countries’ performance is more controversial in the economic literature. This paper tries to demonstrate that natural resources may positively affect growth in countries with a strong natural resources specialization pattern although the magnitude of these effects depend on the type of resources and on other aspects related to the production and innovation systems. The positive trajectory described by a set of national economies mainly specialized in natural resources and low-tech industries invites us to analyze what is the combination of factors that serves as engine for a sustainable development process. With panel data for the period 1996-2008 we estimate an applied growth model where both traditional factors and other more related to innovation and absorptive capabilities are taken into account. Our empirical findings show that according to the postulates of a knowledge-based approach, a framework that combines physical and intangible factors is more suitable for the definition of development strategies in those prosperous economies dominated by natural resources and connected activities, while the internationalization process of activities and technologies become also a very relevant aspect.
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Early education is a key element for the future success of students in the education system. This work analyzes the feasibility of using augmented reality contents with preschool students (four and five years old) as a tool for improving their learning process. A quasi experimental design based on a nonequivalent groups posttest-only design was used. A didactic unit has been developed around the topic “animals” by the participant teachers. The control group followed all the didactic activities defined in the developed didactic materials, while the experimental group was provided in addition with some augmented reality contents. Results show improved learning outcomes in the experimental group with respect to the control group.
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no.10 (1972)
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no.15 (1973)
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no.14 (1973)
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no.13 (1973)
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no.11 (1972)
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no.5 (1971)
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no.12 (1973)
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no.71-95 (1978-1981)
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no.20 (1973)
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no.18 (1973)
