La realidad como recurso didáctico.

Comentario sobre el curso de formación específica para el área de lengua inglesa dirigido a profesores de Educación Primaria y Secundaria. Se ofrece un programa de 15 temas sobre los que debaten los docentes para establecer nuevos modos de aplicación didáctica, utilizando medios audiovisuales clásicos e innovadores. Se organiza desde el CPR de Alcázar de San Juan (Ciudad Real).

El Colegio Los Alces emprende la aventura Colorín, colorido.

Comentario sobre las características de la actividad escolar 'Colorín, colorido', dirigida a alumnos de Educación Primaria. Mediante la lectura de un cuento con la opción de acabarlo con entera libertad, se pretende motivar a los alumnos hacia la lectura. Forma parte del Plan de Lectura castellano-manchego y se desarrolla en el CIP Los Alces de Alcázar de San Juan (Ciudad Real).

Un Plan de Actividades del Consejo Escolar Municipal.

El Consejo Escolar Municipal de Alcázar de San Juan (Ciudad Real) inicia de forma experimental un programa de actividades complementarias para los alumnos y alumnas fuera de la jornada escolar con el fin de que se inicien en nuevos conocimientos que les serán de gran utilidad para la etapa escolar. Entre las acciones educativas se encuentran incluidas un taller de teatro, otro de plástica, juegos de convivencia y clases de informática.

Una mirada a la historia del CES Don Bosco de Madrid.

Monográfico con el título: 'Las claves de un modelo preventivo'. Resumen basado en el de la publicación

Formación y educación ambiental : una experiencia integradora de aprendizaje basado en los problemas del territorio.

Monográfico con el título: 'Ambientalización curricular y sostenibilidad: nuevos retos de profesionalización docente'. Resumen basado en el de la publicación

Con Santa Teresa de Jesús.

Título anterior de la publicación : Boletín de la Comisión Española de la UNESCO

Freinet en La Mancha

Se expone el proyecto educativo, basado en las ideas de Freinet, del CP Jardín de Arena, de Alcázar de San Juan (Ciudad Real). Se explica el significado de las actividades complementarias y de los proyectos que desarrollan valores. Se destaca también la importancia de la participación de la comunidad educativa, como eje fundamental de la organización escolar. El artículo forma parte de un dossier titulado: Freinet, hoy.

Joc i cultura del poble valenci?? : dos textos dels segles XVII i XVIII

Resumen basado en el de la publicaci??n

La dona a pag??s en els segles moderns

Resumen basado en el de la publicaci??n

Representaciones acerca de la ense??anza y el aprendizaje de las ciencias durante la formaci??n docente inicial

Resumen basado en el de la publicaci??n

Un paseo por el Nilo

El trabajo obtuvo un premio de la Modalidad A de los Premios Tom??s Garc??a Verdejo a las buenas pr??cticas educativas en la Comunidad Aut??noma de Extremadura para el curso 2011

Procesos: revista ecuatoriana de historia. 20 (SOLO LIBROS/Reseñas)

PRESENTA LAS RESEÑAS DE LOS SIGUIENTES LIBROS: GERMÁN CARRERA DAMAS, EDIT., HISTORIA DE AMÉRICA ANDINA. CRISIS DEL RÉGIMEN COLONIAL E INDEPENDENCIA, VOL. 4, UNIVERSIDAD ANDINA SIMÓN BOLÍVAR, SEDE ECUADOR/LIBRESA, QUITO, 2003, 434 PP. -- CECILIA PEÑAHERRERA, COMP., CONTANDO HISTORIA: GUALLUPE, OFICINA REGIONAL IBARRA DEL FONDO ECUATORIANO POPULORUM PROGRESSIO, SAN JUAN DE LACHAS, 2001, 158 PP. -- ROCÍO RUEDA NOVOA, ZAMBAJE y AUTONOMÍA. HISTORIA DE LA GENTE NEGRA DE LA PROVINCIA DE ESMERALDAS. SIGLOS XVI-XVIII, COLECCIÓN MAREJADA, No. 1, MUNICIPALIDAD DE ESMERALDAS/TEHIS/ ABYA-YALA, QUITO, 2001, 195 PP.

Trace element geochemistry and Sr-Nd characteristics of Mesoproterozoic mafic intrusive rocks from Rondonia, Brazil, SW Amazonian Craton: Petrogenetic and tectonic inferences

The Amazonian Craton comprises an Archean domain surrounded by four successively younger Proterozoic tectonic provinces. Within the Rio-Negro-Juruena province the Serra da Providencia Intrusive Suite (1.60 and 1.53 Ga) consists of A-type rapakivi granites, charnockites and mangerites genetically associated with diabase dikes, gabbros and amphibolites lites. The original mafic melts were derived from a depleted mantle source (epsilon(Nd(T)) + 2.5 to +2.8; epsilon(Sr(T)) - 12.1). Underplated mafic magma induced melting of a short-lived fielsic crust, thus originating coeval felsic-inafic magmatism in a continental intraplate setting. The Colorado Complex, assigned to the Rondonian-San Ignacio province, comprises 1.35-1.36 Ga intrusive bimodal magmatism represented by monzonite gneisses associated with amphibolite, gabbro and metadiabase dikes intercalated with metasediments with detrital zircon that yield U-Pb ages of 1.35 to 1.42 Ga. Mafic samples display juvenile signatures (epsilon(Nd(T)) 0.0 to +5.2; epsilon(Sr(T)) -5.0 to -30.7) and are less contaminated than the Serra da Previdencia and Nova Brasiladndia ones. The generation of the basaltic magma is related to the subduction of an oceanic slab below the peridotite wedge (intraoceanic arc setting). Fluids and/or small melts from the slab impregnated the mantle. The Nova Brasilandia Sequence (Sunsas-Aguapei province) comprises a metasedimentary sequence intruded by 1.10-1.02 Ga metadiabases, gabbros, meta-gabbros, and amphibolites associated with granitic plutons (bimodal magmatism). The original tholeiitic magmas, derived from a depleted source (epsilon(Nd(T)) = +3.1 to +5.0), in a proto-oceanic setting, underwent subsequent contamination by the host rocks, as indicated by the isotopic and trace element data.

Environmental learning in adolescents from a Mexican community involved in forestry

Education can generate knowledge and foster a change in attitude provided that people feel individually and collectively responsible for the state of the environment. San Juan Nuevo Parangaricutiro is an internationally recognised indigenous community located in western Mexico that manages its forest sustainably through a community-based forest enterprise. However, recent research has shown that both children and young people from the community show little interest in participating in forest activities or working in forest enterprise and have a poor standard of environmental knowledge. Our research project assessed the environmental learning process of 32 high-school pupils in three settings: at school at home and in a forest enterprise. The opinions of teachers and adults of teaching subjects which focus on communal forest management were collected using various methods (questionnaires, observation and interviews) and analysed. The results show that school and home alike are important places for learning. However, environmental issues were not much addressed in the schoolroom or in conversations between parents and children. Furthermore, no connection between the activities of the forest enterprise and the school curriculum was found.

Are adolescents from a forest community well-informed about forest management?

The indigenous community of San Juan Nuevo Parangaricutiro in Mexico has been engaged in a successful Community Forest Enterprise employing sustainable management practices since 1981. These environmental practices do not seem to be reflected in the educational programmes developed at school. In this study, the environmental knowledge and interest of 102 students at high-school (15 to 18 years old) towards forestry management were analysed. The association between their knowledge and interests in environmental issues was also estimated. These analyses examine their interest in forest management as potential employment and the effect of the educational system on environmental learning. A combination of quantitative and qualitative methods was used. Results showed that environmental concepts were poorly understood despite their inclusion in the curriculum. Adolescents did not envisage working in the forest in the future because they showed no interest in forest activities. Educational implications and strategies to encourage adolescents to become involved in community forest management are crucial for conservation.