la enseñanza de ciencias basada en la elaboración de modelos

la enseñanza de ciencias basada en la elaboración de modelos la enseñanza de ciencias basada en la elaboración de modelos

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INVESTIGACIÓN DIDÁCTICAJUSTI, R. y GILBERT, J.K. (2002a). Modelling, teachers’views on the nature of modelling, implications for theeducation of modellers. International Journal of ScienceEducation, 24(4), pp. 369-387.JUSTI, R. y GILBERT, J.K. (2002b). Science teachers’ knowledgeabout and attitudes towards the use of models andmodelling in learning science. International Journal of ScienceEducation, 24(12), pp. 1273-1292.JUSTI, R. y GILBERT, J.K. (2003). Models and Modelling inChemical Education, en Gilbert, J.K., Jong, O.D., Justi, R., Treagust,D.F. y V. Driel, J.H. (eds.). Chemical Education: TowardsResearch-based Practice, pp. 47-68. Dordrecht: Kluwer.JUSTI, R. y GILBERT, J.K. (2006). The Role of AnalogueModels in the Understanding of the Nature of Models inChemistry, en Aubusson, P., Harrison, A. y Rirchie, S.M.(eds.). Metaphor and Analogy in Science Education, pp.119-130. Dordrecht: Springer.LAWSON, A.E. (2000). How Do Human Acquire Knowledge?And What Does That Imply About the Nature of Knowledge?Science y Education, 9(6), pp. 577-598.LEACH, J. (1998). Teaching about the World of Science in theLaboratory - The inuence of students’ ideas, en Wellington,J. (ed.). Practical Work in School Science: Which waynow?, pp. 52-68. Londres y Nueva York: Routledge.LEATHERDALE, W.H. (1974). The Role of Analogy, Modeland Metaphor in Science. Amsterdam: North-Holland.MAINZER, K. (1999). Computational models and virtual reality- New perspectives of research in chemistry. HYLE, 5,pp. 117-126.MAYER, R. E. (1989). Models for understanding. Review ofEducational Research, 59(1), pp. 43-64.MENDONÇA, P.C.C. y JUSTI, R. (2005). Construção deModelos no Ensino de Ligação Iônica. Comunicaciónpresentada en V Encontro Nacional de Pesquisa emEducação em Ciências. Bauru, SP.MILLAR, R. (1998). Rhetoric and Reality - What practicalwork in science education is really for?, en Wellington, J.(ed.). Practical work in school science: Which way now?,pp. 16-31. Londres y Nueva York: Routledge.MILLAR, R. y OSBORNE, J. (1998). Beyond 2000: Scienceeducation for the future. Londres: King’s College, LondonSchool of Education.MORRISON, M. y MORGAN, M. S. (1999). Models as mediatinginstruments, en Morgan, M.S. y Morrison, M. (eds.).Models as mediators, pp. 10-37. Cambridge: CambridgeUniversity Press.NERSESSIAN, N.J. (1992). How do Scientists Think? Capturingthe Dynamics of Conceptual Change in Science, enGiere, R.N. (ed.). Cognitive Models of Science, pp. 3-44.Minneapolis: University of Minnesota Press.NERSESSIAN, N.J. (1999). Model-Based Reasoning in ConceptualChange, en Magnani, L., Nersessian, N.J. y Thagard,P. (eds.). Model-Based Reasoning in Scientifi c Discovery,pp. 5-22. Nueva York: Kluwer and Plenum Publishers.REINER, M. y GILBERT, J.K. (2000). Epistemological resourcesfor thought experimentation in science learning. InternationalJournal of Science Education, 22(5), pp. 489-506.ROUSE, W.B. y MORRIS, N.M. (1986). On looking into theblack box: prospects and limits in the search for mentalmodels. Psychological Bulletin, 100, pp. 349-363.TOMASI, J. (1988). Models and modeling in theoretical chemistry.Journal of Molecular Structure (Theochem), 179, pp. 273-292.TREAGUST, D.F., DUIT, R. y FRASER, B. J. (1996). Overview:Research on Students’ Preinstructional Conceptions- The Driving Force for Improving Teaching and Learningin Science and Mathematics, en Treagust, D.F., Duit, R. yFraser, B.J. (eds.). Improving Teaching and Learning inScience and Mathematics, pp. 1-14. Nueva York y Londres:Teachers College, Columbia University.VOSNIADOU, S. (1999). Mental Models in Conceptual Development,en Magnani, L., Nersessian, N.J. y Thagard, P.(eds.). Model-based Reasoning in Scientifi c Discovery, pp.353-368. Nueva York: Kluwer and Plenum Publishers.VOSNIADOU, S. y IOANNIDES, C. (1998). From conceptualchange to science education: a psychological point of view. InternationalJournal of Science Education, 20, pp. 1213-1230.WILBERS, J. y DUIT, R. (2006). Post-festum and HeuristicAnalogies, en Aubusson, P., Harrison, A. y Ritchie, S.M.(eds.). The Role of Analogue Models in the Understandingof the Nature of Models in Chemistry, pp. 37-49. Dordrecht:Springer.184 ENSEÑANZA DE LAS CIENCIAS, 2006, 24(2)

INVESTIGACIÓN DIDÁCTICAJUSTI, R. y GILBERT, J.K. (2002a). Mo<strong>de</strong>lling, teachers’views on the nature of mo<strong>de</strong>lling, implications for theeducation of mo<strong>de</strong>llers. International Journal of Sci<strong>en</strong>ceEducation, 24(4), pp. 369-387.JUSTI, R. y GILBERT, J.K. (2002b). Sci<strong>en</strong>ce teachers’ knowledgeabout and attitu<strong>de</strong>s towards the use of mo<strong>de</strong>ls andmo<strong>de</strong>lling in learning sci<strong>en</strong>ce. International Journal of Sci<strong>en</strong>ceEducation, 24(12), pp. 1273-1292.JUSTI, R. y GILBERT, J.K. (2003). Mo<strong>de</strong>ls and Mo<strong>de</strong>lling inChemical Education, <strong>en</strong> Gilbert, J.K., Jong, O.D., Justi, R., Treagust,D.F. y V. Driel, J.H. (eds.). Chemical Education: TowardsResearch-based Practice, pp. 47-68. Dordrecht: Kluwer.JUSTI, R. y GILBERT, J.K. (2006). The Role of AnalogueMo<strong>de</strong>ls in the Un<strong>de</strong>rstanding of the Nature of Mo<strong>de</strong>ls inChemistry, <strong>en</strong> Aubusson, P., Harrison, A. y Rirchie, S.M.(eds.). Metaphor and Analogy in Sci<strong>en</strong>ce Education, pp.119-130. Dordrecht: Springer.LAWSON, A.E. (2000). How Do Human Acquire Knowledge?And What Does That Imply About the Nature of Knowledge?Sci<strong>en</strong>ce y Education, 9(6), pp. 577-598.LEACH, J. (1998). Teaching about the World of Sci<strong>en</strong>ce in theLaboratory - The inu<strong>en</strong>ce of stu<strong>de</strong>nts’ i<strong>de</strong>as, <strong>en</strong> Wellington,J. (ed.). Practical Work in School Sci<strong>en</strong>ce: Which waynow?, pp. 52-68. Londres y Nueva York: Routledge.LEATHERDALE, W.H. (1974). The Role of Analogy, Mo<strong>de</strong><strong>la</strong>nd Metaphor in Sci<strong>en</strong>ce. Amsterdam: North-Hol<strong>la</strong>nd.MAINZER, K. (1999). Computational mo<strong>de</strong>ls and virtual reality- New perspectives of research in chemistry. HYLE, 5,pp. 117-126.MAYER, R. E. (1989). Mo<strong>de</strong>ls for un<strong>de</strong>rstanding. Review ofEducational Research, 59(1), pp. 43-64.MENDONÇA, P.C.C. y JUSTI, R. (2005). Construção <strong>de</strong>Mo<strong>de</strong>los no Ensino <strong>de</strong> Ligação Iônica. Comunicaciónpres<strong>en</strong>tada <strong>en</strong> V Encontro Nacional <strong>de</strong> Pesquisa emEducação em Ciências. Bauru, SP.MILLAR, R. (1998). Rhetoric and Reality - What practicalwork in sci<strong>en</strong>ce education is really for?, <strong>en</strong> Wellington, J.(ed.). Practical work in school sci<strong>en</strong>ce: Which way now?,pp. 16-31. Londres y Nueva York: Routledge.MILLAR, R. y OSBORNE, J. (1998). Beyond 2000: Sci<strong>en</strong>ceeducation for the future. Londres: King’s College, LondonSchool of Education.MORRISON, M. y MORGAN, M. S. (1999). Mo<strong>de</strong>ls as mediatinginstrum<strong>en</strong>ts, <strong>en</strong> Morgan, M.S. y Morrison, M. (eds.).Mo<strong>de</strong>ls as mediators, pp. 10-37. Cambridge: CambridgeUniversity Press.NERSESSIAN, N.J. (1992). How do Sci<strong>en</strong>tists Think? Capturingthe Dynamics of Conceptual Change in Sci<strong>en</strong>ce, <strong>en</strong>Giere, R.N. (ed.). Cognitive Mo<strong>de</strong>ls of Sci<strong>en</strong>ce, pp. 3-44.Minneapolis: University of Minnesota Press.NERSESSIAN, N.J. (1999). Mo<strong>de</strong>l-Based Reasoning in ConceptualChange, <strong>en</strong> Magnani, L., Nersessian, N.J. y Thagard,P. (eds.). Mo<strong>de</strong>l-Based Reasoning in Sci<strong>en</strong>tifi c Discovery,pp. 5-22. Nueva York: Kluwer and Pl<strong>en</strong>um Publishers.REINER, M. y GILBERT, J.K. (2000). Epistemological resourcesfor thought experim<strong>en</strong>tation in sci<strong>en</strong>ce learning. InternationalJournal of Sci<strong>en</strong>ce Education, 22(5), pp. 489-506.ROUSE, W.B. y MORRIS, N.M. (1986). On looking into theb<strong>la</strong>ck box: prospects and limits in the search for m<strong>en</strong>talmo<strong>de</strong>ls. Psychological Bulletin, 100, pp. 349-363.TOMASI, J. (1988). Mo<strong>de</strong>ls and mo<strong>de</strong>ling in theoretical chemistry.Journal of Molecu<strong>la</strong>r Structure (Theochem), 179, pp. 273-292.TREAGUST, D.F., DUIT, R. y FRASER, B. J. (1996). Overview:Research on Stu<strong>de</strong>nts’ Preinstructional Conceptions- The Driving Force for Improving Teaching and Learningin Sci<strong>en</strong>ce and Mathematics, <strong>en</strong> Treagust, D.F., Duit, R. yFraser, B.J. (eds.). Improving Teaching and Learning inSci<strong>en</strong>ce and Mathematics, pp. 1-14. Nueva York y Londres:Teachers College, Columbia University.VOSNIADOU, S. (1999). M<strong>en</strong>tal Mo<strong>de</strong>ls in Conceptual Developm<strong>en</strong>t,<strong>en</strong> Magnani, L., Nersessian, N.J. y Thagard, P.(eds.). Mo<strong>de</strong>l-based Reasoning in Sci<strong>en</strong>tifi c Discovery, pp.353-368. Nueva York: Kluwer and Pl<strong>en</strong>um Publishers.VOSNIADOU, S. y IOANNIDES, C. (1998). From conceptualchange to sci<strong>en</strong>ce education: a psychological point of view. InternationalJournal of Sci<strong>en</strong>ce Education, 20, pp. 1213-1230.WILBERS, J. y DUIT, R. (2006). Post-festum and HeuristicAnalogies, <strong>en</strong> Aubusson, P., Harrison, A. y Ritchie, S.M.(eds.). The Role of Analogue Mo<strong>de</strong>ls in the Un<strong>de</strong>rstandingof the Nature of Mo<strong>de</strong>ls in Chemistry, pp. 37-49. Dordrecht:Springer.184 ENSEÑANZA DE LAS CIENCIAS, 2006, 24(2)

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