Serie prácticas educativas/17. Enseñanza de la ciencia/Referencias

1. Abell, S.K.; Lederman, N.G., eds. 2007. Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
2. Anderson, R.D. 2007. Teaching the theory of evolution in social, intellectual, and pedagogical context. Science Education, 91, no. 4, pp. 664 – 677.
3. Bransford, J.D.; Brown, A.L.; Cocking, R.R., eds. 1999. How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academies Press.
4. Bybee, R.W. 1997. Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
5. Bybee, R.W., ed. 2004. Evolution in perspective: The science teacher’s compendium. Arlington, VA: NSTA Press.
6. Carin, A.A.; Bass, J.E.; Contant, T.L. 2005. Teaching science as inquiry. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
7. Combs, A.W. 1999. Being and becoming: A field approach to psychology. New York, NY: Springer Publishing Company, Inc.
8. Cruickhank, D.R.; Jenkins, D.B.; Metcalf, K.K. 2006. The act of teaching (4th Ed.). Boston, MA: McGraw Hill.
9. Driscoll, M.P. 2005. Psychology of learning for instruction. Boston, MA: Pearson Education, Inc.
10. Gauch, H.G., Jr. 2003. Scientific method in practice. New York, NY: Cambridge University Press.
11. Hayes, J.R. 1981. The complete problem solver. Philadelphia, PA: The Franklin Institute Press.
12. National Academy of Sciences. 1998. Teaching about evolution and the nature of science. Washington, DC: The National Academies Press.
13. National Academy of Sciences & Institute of Medicine. 2007. Science, evolution, and creationism. Washington, DC: The National Academies Press.
14. National Research Council. 1996. National science education standards. Washington, DC: The National Academies Press.
15. National Research Council. 1999. Selecting instructional materials: A guide for K-12 science. Washington, DC: The National Academies Press.
16. National Research Council. 2000. Inquiry and the national science education standards. Washington, DC: The National Academies Press.
17. National Research Council. 2001. Classroom assessment and the national science education standards. Washington, DC: The National Academies Press.
18. National Research Council. 2005. How students learn: History, mathematics, and science in the classroom. Washington, DC: The National Academies Press.
19. National Research Council. 2007. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
20. Project 2061. 1990. Science for all Americans. New York, NY: Oxford University Press.
21. Project 2061. 1993. Benchmarks for science literacy. New York, NY: Oxford University Press.
22. Project 2061. 2000. Designs for science literacy. New York, NY: Oxford University Press.
23. Project 2061. 2001. Atlas of science literacy. New York, NY: Oxford University Press.
24. Project 2061. 2007. Atlas of science literacy (Vol. 2). New York, NY: Oxford University Press.
25. Rowe, M.B. 1974a. Wait time and rewards as instructional variables, their influence on language, logic and fate control: Part I—Wait time. Journal of Research in Science Teaching, 11, no. 1, pp. 81–94.
26. Rowe, M.B. 1974b. R melation of wait time and rewards to the development of language, logic, and fate control: Part II—Rewards. Journal of Research in Science Teaching, 11, no. 4, pp. 291–308.
27. Scharmann, L.C. 1990. Enhancing an understanding of the premises of evolutionary theory: The influence of a diversified instrutional strategy. School Science and Mathematics, 90, no. 2, pp. 91–100.
28. Scharmann, L.C. 1993. Teaching evolution: Designing successful instruction. The American Biology Teacher, 55, no. 8, pp. 481–486.
29. Scharmann, L.C. 1994. Teaching evolution: The influence of peer teachers’ instructional modeling. Journal of Science Teacher Education, 5, no. 2, pp. 66–76.
30. Scharmann, L.C. 2005. A proactive strategy for teaching evolution. The American Biology Teacher, 67, no. 1, pp. 12–16.
31. Scharmann, L.C.; Harris, W.M., Jr. 1992. Teaching evolution: Understanding and applying the nature of science. Journal of Research in Science Teaching, 29, no. 4, pp. 375–388.
32. Staver, J.R. 1998. Constructivism: Sound theory for explicating the practice of science and science teaching. Journal of Research in Science Teaching, 35, no. 5, pp. 501–520.
33. Staver, J.R. 2003. Evolution and intelligent design: Understanding the issues and dealing with the controversy in a standards-based manner. The Science Teacher, 70, no. 8, pp. 32–35.
34. Tobin, K.G. 1987. The role of wait time in higher cognitive learning. Review of Educational Research, 56, pp. 69–95.
35. Vygotsky, L.S. 1978. Mind in society. Cambridge, MA: Harvard University Press.
36. Wang, M.; Haertel, G.; Walberg, H. 1993. What helps students learn? Educational Leadership, 51, no. 4, pp. 74–79.