Professor de Ciències d’Educació Secundària i Professor associat a la UAB
Correu: jdomen44@xtec.cat
Twitter: @jdomenechca
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Domènech-Casal, J. (2020). Diseñando un simulador de ecosistemas. Una experiencia STEM de enseñanza de dinámica de los ecosistemas, funciones matemáticas y programación. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 17, 3202. https://doi.org/http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i3.3202
Jordi Domènech-Casal. (2019). Didactic profiles in PBL STEM teaching-tearning sequences. In 13th ESERA Conference. Bologna.
Jordi Domènech-Casal. (2018). Aprendizaje basado en proyectos, trabajos prácticos y controversias: 28 propuestas y reflexiones para enseñar Ciencias. Barcelona: Octaedro.
Jordi Domènech-Casal. (2014). Contextos de indagación y controversias socio-científicas para la enseñanza del Cambio Climático. Enseñanza de Las Ciencias de La Tierra, 22 (3), 267–276.
Jordi Domènech-Casal. (2016). Drug Research: una secuencia contextualizada de indagación sobre mitosis, cáncer y creación del conocimiento científico. Investigación En La Escuela, 88, 1–19.
Jordi Domènech-Casal. (2019). Contexto y modelo en el Aprendizaje Basado en Proyectos. Apuntes para el ámbito científico. Alambique. Didáctica de Las Ciencias Experimentales, 98, 71–76.
Domènech-Casal, J. (2019). Estrategias lingüísticas para el tránsito a la competencia científica. Hablar y escribir para pensar en el aula de ciencias. Investigación En La Escuela, 97, 50–68.
Domènech-Casal, J. (2019). Howlin’ Wolves: un proyecto de astronomía para conectar la observación, el modelo científico y la experiencia cultural. Alambique. Didáctica de Las Ciencias Experimentales, 95, 53–58.
Jordi Domènech-Casal. (2019). Escalas de certidumbre y balanzas de argumentos. Una experiencia de construcción de marcos epistemológicos para el trabajo con Pseudociencias en secundaria. Ápice. Revista de Educación Científica, 3 (2), 37–53. https://doi.org/https://doi.org/10.17979/ arec.2019.3.2.4930
Domènech-Casal, J., Couso-Lagarón, D., Pérez-Torres, M., & Márquez Bargalló, C. (2018). Propósito, Contexto y Contenido. Notas para el Aprendizaje Basado en Proyectos en Ciencias. Patio Ensino Medio.
Sergi del Moral, & Jordi Domènech-Casal. (2019). Las (necesarias) tensiones en los centros en transformación. Cuadernos de Pedagogía, 486. Retrieved from https://www.researchgate.net/publication/323642973_Las_necesarias_tensiones_en_los_centros_en_transformacion
Víctor López, & Jordi Domènech-Casal. (2018). Jogos e gamificação em aulas de ciências: ¿Uma oportunidade de fazer melhor aula ou fazer melhor ciência? Revista ReLus. Retrieved from https://www.researchgate.net/publication/327423995_Juegos_y_gamificacion_en_las_clases_de_ciencia_una_oportunidad_para_hacer_mejor_clase_o_para_hacer_mejor_ciencia
Jordi Domènech-Casal, Laura Espasa, & Clara Mestres. (2018). Poner orden en la biodiversidad. Clasificar para comprender. Alambique. Didáctica de Las Ciencias Experimentales, 94, 13–19. Retrieved from https://www.grao.com/es/producto/poner-orden-en-la-biodiversidad-al09494424
Domènech-Casal, J. (2018). Aprendizaje Basado en Proyectos en el marco STEM. Componentes didácticas para la Competencia Científica. Ápice. Revista de Educación Científica, 2(2), 29–42. https://doi.org/10.17979/arec.2018.2.2.4524
Domènech-Casal, J. (2019). Proyecto ABP casa: Áreas, porcentajes, proporciones y componentes éticas del contexto immobiliario. UNO, 84, 1–10. Retrieved from www.grao.com/es/producto/proyecto-abp-casa-areas-porcentajes-proporciones-y-componentes-eticas-del-contexto-immobiliario-un08496415
Domènech-Casal, J., & Fierro, J. L. (2014). ePortafolios para construir conocimiento. Cuadernos de Pedagogía, 442(Febrero), 33–37. Retrieved from https://ddd.uab.cat/pub/artpub/2014/166335/cuaped_a2015m2n442p33.pdf
Domènech-Casal, J. (2014). ¿ Cómo lo medimos ? Siete contextos de indagación para detectar y corregir concepciones erróneas sobre magnitudes y unidades. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 11(3), 398–409. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2014.v11.i3.09
Domènech-Casal, J. (2013). Museus Virtuals com a recurs didàctic. Construint ponts digitals entre els museus i l’aula. @tic Revista d’innovació Educativa, 92–100. Retrieved from https://dialnet.unirioja.es/descarga/articulo/4334670.pdf
Domènech-Casal, J. (2014). Gondwana Tales : an inquiry approach to plate tectonics. Geophysical Reserach Abstracts, 16. Retrieved from http://adsabs.harvard.edu/abs/2014EGUGA..16.1673D
Domènech-Casal, J. (2014). Projecte C3: construint un marc lingüístic per a la indagació al laboratori. In IV Simposi Internacional sobre l’Ensenyament del Català (p. 37). Retrieved from https://jordidomenechportfolio.wordpress.com/2014/04/09/projecte-c3-un-marc-linguistic-per-a-la-indagacio/
Domènech-Casal, J. (2014). GeaTours:una experiència geolòTICa d’aprenentatge cooperatiu que promou la indagació i l’autoregulació dels aprenentatges. Ciències, 27, 2–8. https://doi.org/10.5565/rev/ciencies.66
Domènech-Casal, J. (2013). Hacking the code: una aproximació indagadora a l’ensenyament del codi genètic, o seguint les passes de Nirenberg i Khorana. Ciències, 25, 20–25. https://doi.org/10.5565/rev/ciencies.90
Domènech-Casal, J. (2013). Innovación y formación en un mundo en crisis: ¿qué podemos hacer en y desde los centros educativos? Organización y Gestión Educativa, 3(Marzo-Abril), 6–10. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=4211444
Domènech-Casal, J. (2014). Indagación en el aula mediante actividades manipulativas y mediadas por ordenador. Alambique. Didáctica de Las Ciencias Experimentales, 76, 17–27. Retrieved from https://www.grao.com/es/producto/indagacion-en-el-aula-mediante-actividades-manipulativas-y-mediadas-por-ordenador-al07623312
Domènech-Casal, J. (2014). De corregir els exàmens a Co-Regir els aprenentatges. Dotze18, 6(gener), 10–15. Retrieved from https://www.grao.com/es/producto/de-corregir-els-examens-a-co-regir-els-aprenentatges-25277
Domènech-Casal, J., & Casas, A. (2015). Proyecto IndComp. Una experiencia hacia la evaluación interdisciplinar por competencias. Aula de Secundaria, 11, 20–24. Retrieved from https://www.researchgate.net/publication/280881077_Proyecto_IndComp_una_experiencia_hacia_la_evaluacion_interdisciplinar_por_competencias
Goytia, E., Besson, I., Gasco, J., & Domènech-Casal, J. (2015). Evaluar las habilidades científicas. Indagación en los exámenes. ¿Una vía para cambiar la prática didáctica en el aula? Alambique. Didáctica de Las Ciencias Experimentales, 79, 1–11. Retrieved from https://www.researchgate.net/publication/280881159_Evaluar_habilidades_cientificas_Indagacion_en_los_examenes_Una_via_para_cambiar_la_practica_didactica_en_el_aula
Álvarez, J. A., Oliveros, C., & Domènech-Casal, J. (2017). Diseño y evaluación de una actividad de transferencia entre contextos para aprender las claves dicotómicas y la clasificación de los seres vivos. Enseñanza de Las Ciencias, 16, 362–384. Retrieved from http://reec.uvigo.es/volumenes/volumen16/REEC_16_2_10_ex1160.pdf
Ruiz, N., Llorente, I., & Domènech-Casal, J. (2017). Indagación, Exoplanetas y Competencia Científica. Los Estudios de Caso como ABP para las Ciencias. Enseñanza de Las Ciencias de La Tierra, 22(3), 267–276. Retrieved from https://www.researchgate.net/publication/320700695_Indagacion_Exoplanetas_y_Competencia_Cientifica_Los_Estudios_de_Caso_como_ABP_para_las_Ciencias
Domènech-Casal, J. (2018). Treball per projectes i competència científica: una proposta metodològica per al disseny de projectes d’indagació. Perspectiva Escolar, 398, 41–44. Retrieved from https://www.researchgate.net/publication/325284119_Treball_per_projectes_i_competencia_cientifica_una_proposta_metodologica_per_al_disseny_de_Projectes_d%27Indagacio
Domènech-Casal, J. (2014). Una secuencia didáctica en contexto sobre evolución , taxonomía y estratigrafía basada en la indagación y la comunicación científica. Alambique. Didáctica de Las Ciencias Experimentales, 78(Julio), 51–59. Retrieved from https://www.researchgate.net/publication/280881003_Una_secuencia_didactica_en_contexto_sobre_evolucion_taxonomia_y_estratigrafia_basada_en_la_indagacion_y_la_comunicacion_cientifica
Domènech-Casal, J. (2013). Les Mystery Boxes: una activitat senzilla d’indagació a l’aula com a metàfora de la ciència. Ciències, 24, 20–25. Retrieved from https://www.researchgate.net/publication/280079327_Les_Mystery_Boxes_una_activitat_senzilla_d%27indagacio_a_l%27aula_com_a_metafora_de_la_ciencia
Domènech-Casal, J. (2013). Escritura de artículos y diseño de experimentos: andamios para escribir, pensar y actuar en el laboratorio. In IX Congreso Internacional sobre investigación en didáctica de las ciencias (pp. 1085–1089). Retrieved from https://ddd.uab.cat/record/175234?ln=ca
Domènech-Casal, J., & Ruiz-España, N. (2017). Mission to stars: un proyecto de investigación alrededor de la astronomía, las misiones espaciales y la investigación científica. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 14(1), 98–114. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2017.v14.i1.08
Domènech-Casal, J. (2017). Aprendizaje basado en proyectos y competencia científica. Experiencias y propuestas para el método de estrudios de caso. In X Congreso Internacional sobre Investigación en la Didáctica de las Ciencias (p. 17). Sevilla. https://doi.org/10.1007/s13398-014-0173-7.2
Domènech-Casal, J. (2018). Concepciones de alumnado de secundaria sobre energía . Una experiencia de aprendizaje basado en proyectos con globos aerostáticos. Enseñanza de Las Ciencias, 36, 191–213. https://doi.org/10.5565/rev/ensciencias.2462
Domènech-Casal, J. (2013). Les bastides didàctiques: oportunitats i amenaces. Una experiència amb exposicions orals. Dotze18, 3(Maig), 24–29. Retrieved from https://www.grao.com/es/producto/les-bastides-didactiques-oportunitats-i-amenaces
Domènech-Casal, J., Lope, S., & Mora, L. (2019). Qué proyectos STEM diseña y qué dificultades expresa el profesorado de secundaria sobre Aprendizaje Basado en Proyectos. Revista Eureka sobre enseñanza y divulgación de las ciencias., 16(2), 1–16. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i2.2203
Domènech-Casal, J., Gasco, J., Royo, P., & Vilches, S. (2018). Proyecto CRASH: enseñando cinemática y dinámica en el contexto del análisis pericial de accidentes. Revista Eureka sobre enseñanza y divulgación de las ciencias., 15(2), 1–17. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2103
Llorente, I., Domènech, X., Ruiz, N., Selga, I., Serra, C., & Domènech-Casal, J. (2017). Un congreso científico en secundaria : articulando el aprendizaje basado en proyectos y la indagación científica. Investigación En La Escuela, 91, 72–89. Retrieved from https://periodicos.furg.br/remea/article/view/3617
Domènech-Casal, J. (2017). De la classe de ciències a la ciutadania expandida. Comprendre, decidir i actuar. Perspectiva Escolar, 395, 62–68. Retrieved from https://www.researchgate.net/publication/319620511_De_la_classe_de_Ciencies_a_la_Ciutadania_Expandida_Comprendre_decidir_i_actuar
Domènech-Casal, J. D.-C. (2019). Retorno a Karlsruhe: una experiencia de investigacióncon la Tabla Periódica para aprender la estructura y propiedades de los elementos químicos. Revista Eureka sobre enseñanza y divulgación de las ciencias., 16(1), 1–18. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i1.1201
Domènech-Casal, J. (2018). Comprender, Decidir y Actuar: una propuesta-marco de Competencia Científica para la Ciudadanía. Revista Eureka sobre enseñanza y divulgación de las ciencias, 15(1), 1–12. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i1.1105
Domènech-Casal, J. (2019). Apuntes lingüísticos para el tránsito a la competencia científica. Didacticae, 5, 85–98. https://doi.org/10.1344/did.2019.5.85-98
Marchán-Carvajal, I., Palou, L., Pere, R., & Domènech-Casal, J. (2017). Els contexts quotidians i els Estudis de Cas com a espai didàctic per a l ’ ensenyament de les Ciències basat en Projectes . Ciències, 33, 8–14. https://doi.org/10.5565/rev/ciencies.8
Domènech-Casal, J. (2016). Diseño y caracterización de un Proyecto de Indagación alrededor de la Evolución Humana y la Paleontología. Investigación En La Escuela, 90. Retrieved from http://hdl.handle.net/11441/59644
Domènech-Casal, J. (2017). Proyectando BioGeo - c3. Alambique. Didáctica de Las Ciencias Experimentales, 89, 54–61. Retrieved from https://sites.google.com/a/xtec.cat/c3/proyectando-biogeo
Domènech-Casal, J. (2016). Proyecto C3 : indagación científica , lengua y contextos en ESO *. Aula de Secundaria, 19, 15–19. Retrieved from https://www.researchgate.net/publication/305215584_Proyecto_C3_indagacion_cientifica_lengua_y_contextos_en_la_ESO
Miró, M., Saperas, A., Tarragó, M., Tordera, R. M., & Domènech-Casal, J. (2016). Cinc experiències i reflexions metodològiques sobre l ’ Aprenentatge Basat en Projectes a les Ciències. Ciències, 32, 23–33.
Domènech-Casal, J. (2016). Gene Hunting: una secuencia contextualizada de indagación alrededor de la expresión génica, la investigación in silico y la ética en la comunicación biomédica. Revista Eureka Enseñanza y Divulgación de Las Ciencias, 13(2), 342–358. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2016.v13.i2.08