Resumo

ESCALONA, José  e  FONTAL, Bernardo. Teaching science at the University of Los Andes: didactical projects case. Educere [online]. 2007, vol.11, n.38, pp.469-475. ISSN 1316-4910.

Paradigms of scientific pedagogy incorporate active strategies, but in classroom practice the passive model still prevails. Contra positioning this, the following essay describes the experience we have accumulated since 1999 with the development of a methodology called Didactical Projects for Teaching Science which aims mainly to contribute with diferent methodological propositions to tackle classroom practice and outside of it, for the special case of teaching science. This strategy implies active participation from the student designing practical propositions or games for the development of several topical contents of science in the context of teachers’ initial education at the University of Los Andes

Palavras-chave : practical strategies; teaching and didactical projects.

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