"Signando" juntosconversaciones sobre la transformación de la materia

Bibliographische Referenzen

• ANDERSSON, B. (1984). Chemical Reactions. EKNA-report núm. 12. Göteborg: University of Göteborg.
• ANDERSSON, B. (1986). Pupils’explanations of some aspects of chemical reactions. Science Education, 70(5), pp. 549-563.
• ANDERSSON, B. (1990). Pupils’ conception of matter and its transformation (age 12-16.) Studies in Science Education, 18, pp. 53-85.
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• CACCAMISE, F. (1989). Artificial versus Natural Sign Development: A Response to Rasmus and Allen. Sign Language Studies, 63, pp. 127-143.
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• DRIVER, R., GUESNE, E. y TIBERGHIEN, A. (1989). Ideas científi cas en la infancia y la adolescencia. Madrid: Morata.
• DRIVER, R., ASOKO, H., LEACH, J., MORTIMER, E. y SCOTT, P. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23(7), pp. 5-12.
• GARCÍA-RODEJA, E., LORENZO, F.M., DOMÍNGUEZ J.M. y DÍAZ, J. (1987). Proyecto AcAb. Santiago de Compostela: Universidad de Santiago de Compostela.
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• MOREIRA, M.A. (1994). Diez años de la revista Enseñanza de las Ciencias: de una iliusión a una realidad. Enseñanza de las Ciencias,12(2), pp. 147-153.
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• PRIETO, T., WATSON, R. y DILLON, J. (1992).Pupils’ understanding of combustion. Research in Science Education, 22, pp. 331-340.
• PRIETO, T., BLANCO, A. y BRERO, V. (2002). La progresión en el aprendizaje de dominios específicos: una propuesta para la investigación. Enseñanza de las Ciencias, 20(1), pp. 3-14.
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• WATSON, R., PRIETO, T. y DILLON, J. (1995). The Effect of practical work on students’ understanding of combustion. Journal of Research in Science Teaching, 32(5), pp. 487-502.
• WATSON, R., PRIETO, T. y DILLON, J. (1997). Consistency of students’ explanations about combustion. Science Education, 81(4), pp. 425-443.
• WERTSCH, J.V. (1993). Voces de la mente : un enfoque sociocultural para el estudio de la acción mediada. Madrid: Visor, DL.
• WHITE, R.T. y GUNSTONE, R.F. (1992). Probing Understanding. Londres: The Falmer Press.
• WU, H. (2003). Linking the microscopic view of chemistry to real-life experiences. Intertextuality in a high-school science classroom. Science Education, 87, pp. 868-891.