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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Planning the Teaching-Learning Process

Planning the Teaching-Learning Process

Borrero Springer, Regla Ywalkis
Gamboa Graus, Michel Enrique
López Toranzo, Juana

Paperback

Teaching Instruction

ISBN10: 6630474937
ISBN13: 9786630474930
Publisher: Our Knowledge Publishing
Published: Sep 13 2026
Pages: 52
Weight: 0.18
Height: 0.12 Width: 6.00 Depth: 9.00
Language: English
Planning the teaching-learning process in chemistry must be student-centered. Initial teacher education requires that this be properly addressed. The objective of this research was to develop a specific procedure for this process so that pre-service teachers can carry it out in a coherent manner. This resolves the fundamental contradiction between the content of planning-which is linked to context-and the way it is implemented, without legitimate references to the dynamics of contextual factors. The didactic-contextual organizational procedure-comprising the stages of contextual characterization, didactic modeling, and practical implementation-was introduced into the chemistry teaching-learning process. This enables the effective interaction and integration of the chemical context and the reference pedagogical diagnosis as curriculum organizers focused on the dynamics of real-world contexts within professional practice, based on the relevance they acquire for decision-making during planning, in accordance with didactic coherence in the treatment of the process's components.

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