The article seeks to establish, to some extent, the concepts of the teaching that faculty handles. Also, it tries to demystify some “truths” and stereotypes about teaching and that some sectors of the university teachers are still expressing. It also stresses the fact that for exercise teaching it is required a prior preparation since the intuitive education now is not only inappropriate but even dangerous. University teachers need a double profession: the profession itself and that provided by specific teacher preparation for aspects of teaching and pedagogy. Finally, it clearly differentiates the various levels of intervention in the classroom: the presentation, the giving of classes and teaching, stating clearly that to give classes and teaching is not the same thing. The first is often amateurish work obliged and the second is effective and illustrated expertise.

This article begins by exposing the distinctive characteristics of the sciences. Continues to define the factual sciences, later to discuss the characteristics of the natural sciences. In a second part, discusses in some detail the methods of the natural sciences: the inductive and hypothetical-deductive method, the latter being the method most used explanation and research in science today. Finally, the article analyzes the falsificationism as criterion of demarcation scientific.

The article proposes to undertake a reflection on the theme of the popularization of science, namely the need to bring science to large groups of citizen, in the broadest layers of society. As the present has already been made aware of the need for such dissemination of science and its direct impact on social development, you need to comment and discuss the most basic aspects of the subject as, for example, the nomenclature, that is, how to properly call the activity, because the name you provide will depend on the type of actions that are expected to perform the selection of the public to be taken into account, the contents to be taught, and so on. It is also necessary to reflect on how this diffusion has been developed over time, to have a historical perspective to some extent guide the development of actions. Finally, it is necessary to analyze the different strategies that can be use...

Se trata de puntualizar lo que realmente significa el proceso de evaluación curricular como actividad integral que compromete a toda la institución que trata de llevarla a cabo. Se intenta distinguir el proceso evaluativo de las actividades parciales o sesgadas con las que a veces se confunde la evaluación curricular desde una perspectiva meramente tecnicista o efectivista.

This article is to point out that while the use of PowerPoint presentations come from the business areas can also be usefully applied in the field of education. To do so requires taking into account certain aspects of teaching, methodological, pedagogical and even psychological that enable the transfer of technology from one work area to an area of study. That is why we review the salient features of the Power Point presentations, both formal and conceptual, highlighting the aspects to be taken into account in their preparation and their proper use in the classroom. They also point out common mistakes at work, with additional indication of how these can be overcome.

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La enseñanza (del latín insignare: señalar, dirigir) es el conjunto de acciones que desarrolla el profesor y que ayudan al estudiante a volcar experiencias y desarrollar actividades. En la actualidad se le prefiere denominar dirección del aprendizaje. Es una práctica que hace posible la información y formación del individuo a través del proceso de aprendizaje y la aplicación de la teoría pedagógica a la realidad social. Presupone la presencia de dos agentes: el que la imparte y el que la recibe y ya no se acepta que se trate de la transmisión de conocimientos sino de la estimulación, de la incitación a la acción.

This paper deals with teacher training. Discusses some definitions on this process and also have their particular characteristics, emphasizing one: to be an ongoing activity. The authors argue that teacher training is one of the best indicators to assess the improvement of education and that it also plays an important role in building the identity of teachers. They argue that the professional development plan must be animated by an emancipatory interest, in support of a change of mentality, personality, into the role of teacher as a freelancer and not one that reproduces the given. In a second step, is analyzed the process of initial training, it is this crucial stage in the training of teachers. It lays the foundation for the necessary and required personality as teaching that the teacher must necessarily acquire. Are described three orientations of initial training: the academic or per...