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oai:docta.ucm.es:20.500.14352/1244182025-10-02T00:15:55Zcom_20.500.14352_14col_20.500.14352_15
Docta Complutense author Rodríguez Aranda, Juan Pablo author Sanz Montero, María Esther author García Olmeda, S. 2025-10-01T07:53:33Z 2025-10-01T07:53:33Z 2004 Rodríguez Aranda, J. P., Sanz Montero, M. E., & García Olmeda, S. (2004). La dramatización en el aula como recurso didáctico para explicar la génesis mineral. Geotemas (Madrid), 6, 49-51. 1576-5172 https://hdl.handle.net/20.500.14352/124418 2792-2308 https://produccioncientifica.ucm.es/documentos/6014ba9a5ef7446c030683f4https://dialnet.unirioja.es/servlet/articulo?codigo=7731066https://sociedadgeologica.org/publicaciones/geotemas/geo-temas-6-5-vol/ Although the concept of mineral genesis is a very important one in the Earth Science field and, more especially in Geology, the students usually have quite a lot of doubts about it. The dramatization of the mineral genesis processes is considered as an educational resource suitable to learn this topic. In this line, it is suggested the students to play a brief piece of theatre. On the one hand, the pupils would act as both the molecules and the particles that take part in the physical processes and chemical reactions. On the other hand, the teacher would be the director who tries to keep a relationship between what is happening in the scene and the molecular-kinetic theory. According to our previous experiences, this didactic method works properly with high school students, but we have not tried its possible benefits in people attending other type of courses. spa Attribution-NonCommercial-NoDerivatives 4.0 International La dramatización en el aula como recurso didáctico para explicar la génesis mineral journal article 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URL https://docta.ucm.es/bitstreams/8d9094fd-f22f-48c6-9256-cd35a69fa5b8/download File MD5 8a7f6e85899bcadd8cdf1de152299459 523607 application/pdf La_dramatización_en_el_aula.pdf