Source: http://www.eumed.net/libros-gratis/2008c/450/APROXIMACION%20A%20LA%20RESOLUCION%20DE%20PROBLEMAS%20DE%20LAPIZ%20Y%20PAPEL%20EN%20EL%20AULA%20DE%20CIENCIAS%20BIBLIOGRAFIA.htm
Timestamp: 2018-01-16 23:39:24+00:00

Document:
Aproximación A La Resolución De Problemas De Lápiz Y Papel En El Aula De Ciencias Bibliografia
BODNER M.G. y DOMIN, D.S. (2000). Mental models: The role of representations in problen solving in Chemistry. University Chemistry Education, 4 (1), 24-30.
BROWN, A.L.; DAY, J.D.; JONES, R.S.(1983). The development of plans for summarizing texts. Child Development, 54, 968-979.
BUNCE, D.M. ; HUTCHINSON, K.D. (1993). The use of the GALT (Group Assessment of Logical Thinking) as a Predictor of Academic Success in College Chemistry. Journal of Chemical Education, 70 , 183-187.
BUTELER, L.; GANGOSO, Z.; BRINCONES, I. y GONZÁLEZ MARTÍNEZ, M. (2001). Enseñanza de las Ciencias, 19 (2), 285-295.
CAMPANARIO, J.M.; CUERVA, J.; MOYA, A.; OTERO, J (1998). La metacognición y el aprendizaje de las ciencias. En E. Banet y A. de Pro (Eds.): Investigación e innovación en la enseñanza de las ciencias. Vol I, 36-44. Murcia: DM.
CAREY, S.(1986). Cognitive Science and Science Education. American Psychologist, 41 , 1123-1130.
CHANDRAN, S.; TREAGUST, D.F.; TOBIN, K.(1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24 , 145-160.
CHI, M.T.H.; GLASER, R.; REES, E.(1982). Expertise in problem solving. En R.J. Stenberg (Ed.), Advances in the psychology of human intelligence, Vol. 1. Hillsdale: Erlbaum.
CHI, M.T.H.; FELTOVICH, P.J. y GLASER, R (1981). Categorization and representation of physics problem by experts and novices. Cognitive Science, 5 , 121-151.
COLEONI, E.A.; OTERO, J.C.; GANGOSO, Z. y HAMITY, V.(2001). La construcción de la representación en la resolución de un problema de física. Investigaçoes em Ensino de Ciências, 6 (3). www.if.ufrgs.br/public/ensino/revista.htm.
COSTA S. S. C. y MOREIRA, M.A. (2001). A resoluçao de problemas como um tipo especial de aprendizagem significativa. Caderno Catarinense de Ensino de Física, 18 (3), 263-277.
DAWSON, C.(1993). Chemistry in concept. Education in Chemistry, 30 , 73-75.
DE JONG, T.; FERGUSON-HESSLER, M.G.M.(1986). Cognitive structures of good and poor novice problem solvers in physics. Journal of Educational Psychology, 78 , 279-288.
DRIVER, R. (1988). Un enfoque constructivista para el desarrollo del currículo en ciencias. Enseñanza de las ciencias, 6, 109-130.
DRIVER, R.; GUESNE, E.; TIBERGUIEN, A.(1989). Ideas científicas en la infancia y en la adolescencia. Madrid: MEC y Morata.
ENTWISTLE, N.; RAMSDEN, P.(1983). Understanding student learning. London: Croom Helm.
FERGUSON-HESSLER, M.G. ; DE JONG, T.(1987). On the quality of knowledge in the field of electricity and magnetism. American Journal of Physics, 55 , 492-497.
FERGUSON-HESSLER, M.G.y DE JONG, T (1990). Studying Physics Texts: Differences in study processes between good and poor performers. Cognition and Instruction, 7 , 41-54.
GABEL, D.L. y BUNCE, D.M. (1994). Research on problem solving: chemistry. En D.L. Gabel (Ed.). Handbook of Research on Science Teaching. MacMillan: New York.
GARCÍA-MADRUGA, J.A.; GUTIÉRREZ, F; CARRIEDO, N.; MORENO, S. Y JOHNSON-LAIRD, P.N. (2002). Mental Models in Deductive Reasoning. The Spanish Journal of Psychology, 5 (2), 125-140.
GIL, D., DUMAS-CARRÉ, A. y MARTÍNEZ-TORREGROSA, J.(1990). Paper and pencil problem solving in the physical sciences as an activity of research. Studies in Science Education, 18, 137-151
GRECA, I.M. y MOREIRA, M.A. (1996). Un estudio piloto sobre representaciones mentales, imágenes, proposiciones y modelos mentales respecto al concepto de campo electromagnético en alumnos de física general, estudiantes de posgrado y físicos profesionales. Investigaçoes em Ensino de Ciências, 1(1). www.if.ufrgs.br/public/ensino/revista.htm
GRECA, I.M. y MOREIRA, M.A. (1998). Modelos mentales y aprendizaje de física en electricidad y magnetismo. Enseñanza de las Ciencias, 16 (2), 289-303.
GRECA, I.M. y MOREIRA, M.A. (2002a). Mental, physical, and mathematical models in the teaching and learning of physics. Science Education, 86 (1), 106-121.
GRECA, I.M. y MOREIRA, M.A. (2002b). Além da detecçao de modelos mentais dos estudantes. Uma proposta representacional integradora. Investigaçoes em Ensino de Ciências, 7 (1). www.if.ufrgs.br/public/ensino/revista.htm.
GUTIÉRREZ, R. (1987). El desarrollo mental. En B. Marco, E. Olivares, C. Usabiaga, T. Serrano y R. Gutiérrez: La enseñanza de las ciencias experimentales. Madrid: Narcea.
HEGARTY-HARZEL, E.y PROSSER, M. (1991) Relationship between students’ conceptual knowledge and study strategies- part 1: students learning in physics, en International Journal of Science Education, 13, 303-312.
HELLMAN, W.(1989). Conceptual versus nonconceptual questions in the grading of physics students. The Physics Teacher, 26, 383-386.
HERRON, J.D.(1978). Role of learning and development: critique of Novak’s comparison of Ausubel and Piaget. Science Education, 62 , 593-605.
HIERREZUELO, J.; MONTERO, A. (1989). La ciencia de los alumnos. Su utilización en la didáctica de la física y la química. Barcelona : MEC y Laia.
JOHNSON-LAIRD, P.N.(1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge,UK: Cambridge U.P.
JOHNSON-LAIRD, P.N. (1990). Mental models. En M. Posner (Ed.). Foundations os cognitive science (pp. 469-499). Cambridge, MA: MIT Press.
JOHNSON-LAIRD, P.N. (1996). Images, Models and Propositional Representations. En M. De Vega; M.J. Intons-Peterson; P.N. Johnson-Laird; M. Denis y M. Marschark (Eds.). Models of Visuospatial Cognition (pp 90-127). Oxford: Oxford U.P.
JOHNSON-LAIRD, P.N. (2000). The current state of the mental model theory. En J.A. García-Madruga; N. Carriedo y M.J. González Labra (Eds.). Mental models in reasoning (pp.16-40). Madrid: UNED.
JOHNSON-LAIRD, P.N. y BARA, B.G.(1984). Syllogistic inference. Cognition, 16, 1-62.
JOHNSTONE, A.H. y EL-BANNA, H. (1986). Capacities, demands and processes –a predictive model for science education. Education in Chemistry, 23, 80-84.
JOHNSTONE, A.H.; HOGG, W.R. y ZIANE. M. (1993). A working memory model applied to physics problem solving. International Journal of Science Education, 15, 663-672.
JUST, M.A.; CARPENTER, P.A.(1987). The Psychology of reading and language. Boston: Allyn & Bacon.
KEMPA, R.F.(1986). Resolución de problemas de Química y Estructura Cognoscitiva. Enseñanza de las Ciencias, 4 , 99-110.
KEMPA, R.F.(1991). Students’ learning difficulties in Science. Causes and possible remedies. Enseñanza de las Ciencias, 9 , 119-128.
KEMPA, R.F.; NICHOLLS, C.E.(1983). Problem-solving ability and Cognitive Structure: An exploratory investigation. European Journal of Science Education, 5 , 171-184.
KERLINGER, F. ; PEDHAZUR, E.(1973). Multiple Regression Behavioral Research. New York: Holt, Rinehart and Winston.
KINTSCH, W. (1998). Comprehension: a paradigm for cognition. Cambridge University Press: Cambridge UK.
KINTSCH, W. y VAN DIJK, T. A.(1978) Toward a model of discourse comprehension and production. Psychological Review, 85, 363-394.
LANG DE SILVEIRA, F.; MOREIRA, M.A. ; AXT, R.(1992a). Habilidad en preguntas conceptuales y en resolución de problemas de Física. Enseñanza de las Ciencias, 10 , 58-63.
LANG DE SILVEIRA, F.; MOREIRA, M.A. ; AXT, R.(1992b) Estructura interna de testes de conhecimento em Física: Um exemplo em mecánica. Enseñanza de las Ciencias, 10 , 187-194.
LAWSON, A.E.(1983). Predicting science achievement. The role of developmental level, disembedding ability, mental capacity, prior knowledge and belief. Journal of Research in Science Teaching, 20 , 141-162.
LEE, K.W.L.; GOH, N.K.; CHIA, L.S. ; CHIN, C. (1996). Cognitive variables in problem solving in chemistry: A revisited study. Science Education, 80 , 691-710.
LEE, K.W.L.; TANG, W.U.; GOH, N.K. ; CHIA, L.S. (2001). The predicting role of cognitive variables in problem solving in mole concept. Chemistry Education: Research and Practice in Europe (CERAPIE), 2 , 285-301.
LEONARD, W.H. (1987). Does the presentation style of questions inserted into text influence understanding and retention of science concepts?. Journal of Research in Science Teaching, 24, 27-37.
LEONARD, W.H. y LOWERY, L.F.(1984). The effects of question types in textual reading upon retention of biology concepts. Journal of Research in Science Teaching, 21, 377-384.
MAYER, R.E. (1992). Thinking, problem solving and cognition. New York: Freeman.
MAZUR, E.(1996). Conceptests. Prentice-Hall, Englewood Cliffs: N.J.
MOREIRA, M.A. (1996). Modelos mentais. Investigaçoes em Ensino de Ciencias, 1 (3). www.if.ufrgs.br/public/ensino/revista.htm.
MOREIRA, M.A. ; BUCHWEITZ, B.(2000). Novas estratégias de Ensino e Aprendizagem. Lisboa: Plátano.
MOREIRA, M.A.; GRECA, I.M. y RODRÍGUEZ PALMERO, M.L.(2002). Modelos mentales y modelos conceptuales en la enseñanza y aprendizaje de las ciencias. Revista Brasileira de Pesquisa em Educaçao em Ciências, 2 (3), 37-57.
MEYER, B.J.F. (1984). Text dimensions and cognitive processing. En H. Mandl, N. Stein y T. Trabasso (Eds.): Learning from texts. Hillsdale: Erlbaum.
NAKHLEH, M.B.(1993). Are our students conceptual thinkers or algorithmic problem solvers?. Journal of Chemical Education, 70 (1), 52-55.
NAKHLEH, M.B. y MITCHELL, R.C. (1993). Concept learning versus problem solving: There is a difference. Journal of Chemical Education, 70 (3), 190-192.
NETO, A.J (1991). Factores psicológicos de insucesso na resoluçao de problemas de Física: Uma amostra significativa. Enseñanza de las Ciencias, 9, 275-290.
NÍAZ, M.(1987). Relation between M-Space of students and M-Demand of different items of General Chemistry and its interpretation based upon the Neo-Piagetian theory of Pascual-Leone. Journal of Chemical Education, 64, 502-505.
NOVAK, J.D.(1982). Teoría y práctica de la educación. Madrid: Alianza Editorial.
NOVAK, J.D.(1988a). Constructivismo humano: Un consenso emergente. Enseñanza de las Ciencias, 6 , 213-223.
NOVAK, J.D.(1988b). Learning Science and the Science of Learning. Studies in Science Education, 15, 77-101.
NOVAK, J.D.(1991). Ayudar a los alumnos a aprender cómo aprender. La opinión de un profesor-investigador. Enseñanza de las Ciencias, 9, 215-228.
NOVAK, J.D. y GOWIN. D.B.(1999). Aprendiendo a aprender. Barcelona: Martínez Roca.
NURRENBERN, S.C. y PICKERING, M. (1987). Concept learning versus problem solving: Is there a difference?. Journal of Chemical Education, 64 (6), 508-509.
PEDERSEN, J., BONNTETTRER, R.J., CORKILL, A.J. y GLOVER, J.A. (1988). Learning Chemistry from text: The effect of decision making. Journal of Research in Science Teaching, 25, 15-21.
PERRIG, W. y KINTSCH, W. (1985). Propositional and situational representations of text. Journal of Memory and Language, 24, 505-518.
PICKERING, M. (1990). Further studies on concept learning versus problem solving. Journal of Chemical Education, 67 (3), 254-255.
OTERO, M.R.; PAPINI, C. y ELICHIRIBEHETY, I (1998).Las representaciones mentales y la resolución de un problema: Un estudio exploratorio Investigaçoes em Ensino de Ciencias, 3 (1). www.if.ufrgs.br/public/ensino/revista.htm.
ROBINSON, W.R. ; NÍAZ, M. (1991). Performance based on instruction by lecture or by interaction and its relationship to cognitive variables. International Journal of Science Education, 13 , 203-215.
RODRÍGUEZ PALMERO, M.L. (2004). La teoría del aprendizaje significativo. En Cañas, A.J.; Novak, J.D. y González, F.M. (Eds.): Proceedings of the First Conference on Concept Mapping, Pamplona (Spain), 2004.
RODRÍGUEZ PALMERO, M.L.; MARRERO ACOSTA, J. y MOREIRA, M.A. (2001). La teoría de modelos mentales de Johnson-Laird y sus principios de aplicación con modelos mentales de célula en estudiantes del curso de orientación universitaria. Investigaçoes em Ensino de Ciencias, 6 (3). www.if.ufrgs.br/public/ensino/revista.htm.
SANJOSÉ, V.; SOLAZ-PORTOLÉS, J.J.; VIDAL-ABARCA, E.(1993). Mejorando la efectividad instruccional del texto educativo en ciencias: Primeros resultados. Enseñanza de las Ciencias, 11 , 137-148.
SANTAMARIA, C.; GARCÍA-MADRUGA, J.A. y CARRETERO, M. (1996). Beyond belief bias: Reasoning from conceptual structures by mental models manipulation. Memory & Cognition, 24 (2), 250-261.
SAWRREY, B.A. (1990). Concept learning versus problem solving: Revisited. Journal of Chemical Education, 67 (3), 253-254.
SCARDAMALIA, M.; BEREITER, C. (1984). Development of strategies in text processing. En H. Mandl, N.L. Stein y T. Trabasso (Eds.). Learning and Comprehension Text. Hillsdale: Erlbaum.
SCHMALHOFER, F. y GLAVANOV, D.(1986). Three components of understanding a programmer’s manual: Verbatim, prepositional and situational representations. Journal of Memory and Language, 25, 279-294.
SIGÜENZA, A.F. (2000). Formación de modelos mentales en la resolución de problemas de genética. Enseñanza de las Ciencias, 18 (3), 439-450.
STEWART, J.(1980). Techniques for asessing and representing information in cognitive structure. Science Education, 64 , 223-235.
STINNER, A.(1992). Science textbooks and science teaching: From logic to evidence. Science Education, 76, 1-16, 1992.
ST.-YVES, A.(1988). Psicología de la enseñanza-aprendizaje. México: Trillas.
TREAGUST, D.; DUIT, R.; NIESWANDT, M. (2000). Sources of students’ difficulties in learning Chemistry. Educación Química, 11 , 228-235.
VAN DIJK, J, A. y KINTSCH, W.(1983). Strategies of discourse comprehension. New York: Academic Press.
VIDAL-ABARCA, E. y SANJOSÉ, V. (1998) Levels of Comprehension of Scientific Prose: The role of Text variables. Learning and Instruction, 8, 215-233.
WANDERSEE, J.H.; MINTZES, J.J.; NOVAK, J.D.(1994). Research on Alternative Conceptions in Science. En D. Gabel (Ed.), Handbook of Research on Science Teaching and Learning, 177-210. New York: MacMillan.
WEST, L.H.T. y PINES, A.L.(1985). Cognitive Structure and conceptual change. New York: Mc Millan Publishing.
ZEITOUN, H.H.(1989). The relationship between abstract concept achievement and prior knowledge, formal reasoning ability and gender. International Journal of Science Education, 11 , 227-234.
ZOLLER, U., LUBEZKY, A., NAKHLEH, M.B., TESSIER, B. y DORI, Y.J (1995). Success on algorithmic and LOCS vs. conceptual chemistry exam questions. Journal of Chemical Education, 72 (11), 987-989.

References: Resolución 
 resolución 
 Resolución 
 resolución 
 resolución 
 resolución