Juan Quílez
Datos Biográficos
| ID | 5877213 |
|---|---|
| NOMBRE | Juan Quílez |
| NOMBRES | Juan |
| APELLIDO | Quílez |
| FIRMA | QUÍLEZ J |
| AFILIACIONES | Instituto de Historia |
| ORCID | 0000-0001-5428-4617 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Integrated STEM Education
Electric dipole moment in chemistry
Examining the Effects of Integrated STEM Education vs. Nonintegrated STEM Education Rigorously
Chen et al. conducted a meta-analysis on the effects of integrated STEM education (iSTEMe) on K–12 achievement, reporting strong evidence of its superiority over traditional STEM instruction. Such a forceful finding given the complexity of iSTEMe led us to approach the meta-analysis with skepticism. Guided by the falsifiability principle, we examined whether the included primary studies met Chen et al.’s own criteria. Two major flaws were found: …
Attempts to account for chemical periodicity in terms of the electronic structure of elements
Are Integrated STEM Educational Reforms at Risk? Teachers' Motivations and Perceived Barriers to Integration
Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reforms prompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculum model was introduced that organized both STEM and non‐STEM subjects into broader interdisciplinary domains, designed to be taught through an integrated approach. However, the success of such reforms largely depe…
On the early thermodynamic and kinetic deductions of the equilibrium constant equation
Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English
Logical connectives are grammatical linkers that appear as essential components in the production of logical argumentation of inquiry and critical thinking in school science activities. However, these cohesive terms represent a language barrier for science student learning. Therefore, students’ lack in their understanding of academic connectives as well as their inability to properly use them in science school activities are fundamental issues co…
Le Châtelier’s Principle a Language, Methodological and Ontological Obstacle
Sin obras prominentes en esta página.
On the early thermodynamic and kinetic deductions of the equilibrium constant equation
Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English
Logical connectives are grammatical linkers that appear as essential components in the production of logical argumentation of inquiry and critical thinking in school science activities. However, these cohesive terms represent a language barrier for science student learning. Therefore, students’ lack in their understanding of academic connectives as well as their inability to properly use them in science school activities are fundamental issues co…
Le Châtelier’s Principle a Language, Methodological and Ontological Obstacle
Attempts to account for chemical periodicity in terms of the electronic structure of elements
Are Integrated STEM Educational Reforms at Risk? Teachers' Motivations and Perceived Barriers to Integration
Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reforms prompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculum model was introduced that organized both STEM and non‐STEM subjects into broader interdisciplinary domains, designed to be taught through an integrated approach. However, the success of such reforms largely depe…
Integrated STEM Education
Electric dipole moment in chemistry
Examining the Effects of Integrated STEM Education vs. Nonintegrated STEM Education Rigorously
Chen et al. conducted a meta-analysis on the effects of integrated STEM education (iSTEMe) on K–12 achievement, reporting strong evidence of its superiority over traditional STEM instruction. Such a forceful finding given the complexity of iSTEMe led us to approach the meta-analysis with skepticism. Guided by the falsifiability principle, we examined whether the included primary studies met Chen et al.’s own criteria. Two major flaws were found: …
Science Education and Pedagogy (4 obras) · Chemistry (3 obras) · History and advancements in chemistry (3 obras) · Discipline (2 obras) · Epistemology (2 obras) · Linguistics (2 obras) · Mathematics education (2 obras) · Philosophy (2 obras) · Philosophy and History of Science (2 obras) · Philosophy of science (2 obras)