Ensenyament-aprenentatge de les ciènces en Educació Infantil: la construcció de models científics precursors
Resum
Paraules clau
Text complet:
PDF (Español)Referències
Bliss, J. y Ogborn, J. (1983). Qualitative Data Analysis for Educational Research. A guide to uses of sistemic networks. Londres: Croom Helm.
Carr, M. (1996). Interviews About Instances and Interviews About Events. En: D.F. Treagust, R. Duit y B. Fraser (Eds.) Improving Teaching and Learning in Science and Mathematics. New York and London: Teacher College Press, pp. 44-53.
Candela, A. (2001). Modos de representación y géneros en clase de ciencias. Investigación en la Escuela, 45, 45-55.
Canedo-Ibarra, S. P. (2009). Contribución al estudio de los procesos de aprendizaje de las ciencias experimentales en Educación Infantil. Cambio conceptual y construcción de modelos científicos precursores. Tesis Doctoral. Disponible en: http://www.tesisenxarxa.net/TDX-0519109-114521/
Chinn, C.A. (1998). A Critique of Social Constructivist Explantions of Knowledge Change. En: B. Guzzetti y C. Hynd (Eds.) Perspectives on Conceptual Change. Multiple Ways to Understand Knowing and Learning in a Complex World. New York-London: Lawrence Erlbaum Associates Publishers, pp. 77-132.
Clement, J. (2000). Model based learning as a key area for science education. International Journal of Science Education, 22 (9), 1041-1053.
Coll, R. (2005). The role of models and analogies in science education: implications from research. International Journal of Science Education, 27 (2), 183-198.
Driver, R., Asoko, H., Leach, J., Mortimer, E. y Scott, P. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23 (7), 5-12.
Driver, R., Newton, P. y Osborne, J. (2000). Establishing the Norms of Scientific Argumentation in Classrooms. Science Education, 84 (3), 287-312.
Duschl, R. y Osborne, J. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education, 38, 39-72.
Erickson, F. (1998). Qualitative Research Methods for Science Education. En: B.J. Fraser y K.G. Tobin (Eds.) International Handbook of Science Education. Part II. London: Kluver Academic Publishers, pp.1155-1173.
Fisher, E. (1993). Distinctive features of pupil–pupil classroom talk and their relationship to learning: How discursive exploration might be encouraged. Language and Education, 7 (4), 239–257.
Fraenkel, J.R. y Wallen, N. (2003). How to Design and Evaluate Research in Education. Fifth Edition. New York: McGraw-Hill.
Harlen, W. (1998). Enseñanza y aprendizaje de las ciencias. Madrid: Morata.
Havu-Nuutinen, S. (2000). Changes in Children´s Conceptions through Social Interaction in Pre-school Science Education. Publications in Educations No. 60. University of Joensuu.
Havu-Nuutinen, S. (2005). Examining young children’s conceptual change process in floating and sinking from a social constructivist perspective. International Journal of Science Education, 27 (3), 259-279.
Koliopoulus, D., Tantaros, S., Papandreou, M. y Ravanis, K. (2004). Preschool children’s ideas about floating: a qualitative approach. Journal of Science Education, 5 (1), 21-24.
Kuhn, D. (1993). Science as Argument: Implications for Teaching and Learning Scientific Thinking. Science Education, 7 (3), 319-337.
Lemeignan, G. y Weil-Barrais, A. (1993). Construire des Concepts en Physique. L’enseignement de la mécanique. Paris: Hachette.
Lemke, J. (1990). Talking Science. Science, Language, Learning and Values. Norwood, NJ: Ablex Publishers.
Mercer, N. (1996). The Quality of Talk in Children Collaborative Activity in the Classroom. Learning and Instruction, 4 (6), 359-377.
Mercer, N., Wegerif, R., y Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25 (1), 95-111.
Mercer, N., Dawes, L., Wegerif, R. y Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal, 3 (30), 359-377.
Merrian, S.R. (1998). Qualitative Research and Case Study Applications in Education. Second Edition. San Francisco: Jossey-Bass Publishers.
Metz, K. (2000). Young children’s inquiry in Biology: Building the knowledge bases to empower independent inquiry. En: J. Minstrell & E. H. van Zee (Eds.) Inquiry into Inquiry. Learning and Teaching Science. Washington, D.C: American Association for the Advancement of Science, pp. 371-404.
Metz, K.E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition & Instruction, 22 (2), 219 – 290.
Phillips, T. (1992). Why? The neglected question in planning small group activity. En: K. Norman (Ed.) Thinking voices: The work of the National Oracy Project. London: Hodder and Stoughton, pp. 148-155.
Rafal, T.C. (1996). From co-construction to takeovers: Science talk in a group of four girls. The Journal of the Learning Sciences, 5 (3), 279-293.
Ravanis, K. (2000). La construction de la connaissance physique à l’age préscolaire: recherches sur les interventions et les interactions didactiques. Aster, 31, 71-94.
Ravanis, K. y Bagakis, G. (1998). Science Education in Kindergarten: Sociocognitive perspective. International Journal of Early Years Education, 6 (3), 315-327.
Rojas-Drummond, S. y Mercer, W. (2003). Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39 (1-2), 99-111.
Rojas-Drummond, S., Pérez, V., Vélez, M., Gómez, L. y Mendoza, A. (2003). Talking for reasoning among Mexican primary school children. Learning and Instruction, 13, 653-670.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. En: M. Cole, V. John-Steiner, S. Scribner, y E. Souberman (Eds.). Cambridge, MA: Harvard University Press.
Wegerif, R., Mercer, N. y Dawes, L. (1999a). From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development. Learning and Instruction, 9 (6), 493-516.
Wegerif, R., Mercer, N. y Rojas-Drummond. (1999b). Language for the social construction of knowledge. Language and Education, 13 (2), 134-150.
Weil-Barais, A. (1997). De la recherche sur la modélisation physique á la formation des professeurs de physique: comment s’opère la transition? Skole, 7, 141-155.
Weil-Barais, A. (2001). Los constructivismos y la Didáctica de las Ciencias. Perspectivas, XXXI (2), 197-207.
Wertsch, J.V. y Toma, C. (1995). Discourse and learning in the classroom: A sociocultural approach. En: L.P. Steffe y J. Gale. (Eds.) Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum, pp. 159-184.
DOI: https://doi.org/10.1344/reire2010.3.1313
Copyright (c) 2010

Aquesta obra està subjecta a una llicència de Reconeixement 4.0 Internacional de Creative Commons