PSSC Education

This paradox it contributed to give to priority to the processes and methods of science, to the empirismo, the inductivismo and the independent discovery, but coexisting with traditional methods of education. In this period the first great educative projects like the Nuffield arose, the BSCS, and the PSSC, but also it was continued teaching only conceptually and from positivistas visions. We could summarize that the education in sciences is characterized by low quality in education, since the conceptual thing is only prioritized and the actitudinal thing is left of side procedural and, low quality in the learning since it is learned significantly and not applied knowledge in other contexts, is reduction of the interest of students in all the levels. It is mentioned to him to boring, irrelevant, impersonal and frustrating science like. A deformed image of science and the scientists is had. There is potential abandonment of those who chooses science in the university.

It increases the breach of sort, although it begins to arise empirical investigation on education in sciences, in special on the alternative conceptions (Solbes and Vilches, 1989). In the case of the technology, the visions that were had, and still are had, been that the technology is science applied to the production processes, that products technological are only devices material, that technology is universal and not contextualisation needs social, that the evolution of the technological devices is guided by its functional optimization, that the technological devices are product of the brilliant invention of individual creators and who the technological activity is neutral (Garci’a Palaces ET to., 2001). In that context, the scientific, technical and technological knowledge is perceived by many like ethically neutral and with high moral credit, Being the paper of science to know better the nature to dominate it, and the one of the technology, the creation of satisfactores for the man.

Professor Luis Machado

Now for the calculation.First of all, to add the fingers underneath, including those to touch.These are the ten.Here there are five of them, three in a hand and two in the other (marked in blue), reason why do 5×10 = 50. Next, the left fingers over those multiply to touch with the right fingers over which to touch.These are the units.Here there are two fingers of the left (marked in red), and three fingers of the right (green marked), reason why do 2×3 = 6.It adds this to the 50 already you have, and that does 56. There are separated the tens and the units in this technique, but it is tried to multiply 6×6, one is that the number of the tens is 2×10 = 20, and the number of units is 4×4 = 16.Added, this for 36 years, which is correct.Perhaps we can think about the 16 like one " llevar". This technique sees a little like magic, so here it is a test that it works. If you do not know to algebra, then you no it is going to understand this, so they ignore simply it.You do not need it to use the technique. We are trying to multiply two numbers.We call to them to and b. We touch to two fingers.In the left hand, there is 10 over the fingers touching, and b-10 in the right fingers.One multiplies these together ones to secure the units: (10 – a) (10 – b) = 100-10a – 10b + ab In the left hand, there is una-5 fingers underneath and like the caresses, and b-5 fingers in the right hand.One is to add and to multiply by ten: 10 xs ((A-5) + (b – 5)) = 10 xs (to + b – 10) = 10a + 10b – 100 To add these two together ones: 100-10a – 10b + ab + 10a + 10b – 100 = ab So the answer is ab or to, b times that are what we wanted. Professor Luis Machado C 5112565 086112108 SICOA Original author and source of the article.