La semántica de la enseñanza de las cienciasconstructivismo, internismo y términos de clase

  1. Sánchez Gómez, Pedro J.
  2. Morcillo Ortega, Juan Gabriel
Revista:
Revista española de pedagogía

ISSN: 0034-9461 2174-0909

Año de publicación: 2014

Volumen: 72

Número: 257

Páginas: 109-124

Tipo: Artículo

Otras publicaciones en: Revista española de pedagogía

Referencias bibliográficas

  • Bird, A., Tobin, E., Natural Kinds (2012) The Stanford Encyclopedia of Philosophy, , http://plato.stanford.edu/-archives/win2012/entries/natural-kinds/, ZALTA, E.N. (ed.), (Winter 2012 Edition). Ver (Consultado el 15.V.2013)
  • Burge, T., Individualism and psychology (1986) Philosophical Review, 95, pp. 3-45
  • Burge, T., Individuation and causation in psychology (1989) Pacific Philosophical Quarterly, 70, pp. 303-322
  • Chevallard, Y., (1985) La Transposition Didactique: Du Savoir Savant au Savoir Enseigné, , Grenoble, La Pensée Sauvage
  • Chomsky, N., (2002) On Nature and Language, , Cambridge, Cambridge University Press
  • Coll, C., Un marco de referenda psicológico para la educación escolar: La concepción constructivista del aprendizaje y de la enseñanza (1990) Desarrollo Psicológico y Educación, II. Psicología de la Educación, pp. 435-453. , COLL, C., PALACIOS, J. y MARCHES, A., Madrid, Alianza Editorial
  • Dragulinescu, S., Diseases as natural kinds (2010) Theoretical Medicine and Bioethics, 31 (5), pp. 347-369
  • Driver, R., Easley, J., Pupils and paradigms: A review of literature related to concept development in adolescent science students (1978) Studies in Science Education, 5, pp. 61-84
  • Driver, R., Leach, J., Milar, R., Scott, P., (1996) Young People's Images of Science, , Buckingham, Open University Press
  • Fodor, J., (1987) Psychosemantics, , Cambridge-Massachusetts-MIT Press
  • Fodor, J., A modal argument for narrow content (1991) Journal of Philosophy, 88, pp. 5-26
  • Gergen, K.J., The social constructionist movement in modem psychology (1985) American Psychologist, 40, pp. 266-275
  • Giere, R.N., Scientific cognition as distributed cognition (2002) The Cognitive Basis of Science, pp. 285-299. , CARRUTHERS, P., STITCH, S. y SIEGAL, M. (eds.), Cambridge, Cambridge University Press
  • Gil-Pérez, D., Guisasola, J., Moreno, A., Cachapuz, A., De Pessoa Carvalho, A.M., Martínez Torregrosa, J., Salinas, J., Gallego, R., Defending constructivism in science education (2002) Science & Education, 12 (1), pp. 557-571
  • Gilbert, J.K., Studies and fields: Directions of research in science education (1995) Studies in Science Education, 25, pp. 173-197
  • Gilbert, J.K., Swift, D.J., Towards a lakatosian analysis of the ragetian and alternative conceptions research programs (1985) Science Education, 69 (5), pp. 681-696
  • Good, R., Editorial: The many forms of constructivism (1993) Journal of Research in Science Teaching, 30 (9), p. 1015
  • Grice, H.P., Logic and conversation (1975) Syntax and Semantics, 3, pp. 41-58. , COLE. E. y MORGAN, J. (eds.), Salt Lake City, Academic Press
  • Hand, B., Treagust, D.F., Vance, K., Studies perceptions of the social constructivist classroom (1997) Science Education, 81, pp. 561-575
  • Hardy, M.D., Taylor, P.C., Von glasersfeld's radical constructivism: A critical review (1997) Science and Education, 6, pp. 135-150
  • Hutchins, E., (1995) Cognition in the Wild, , Cambridge-Massachusetts-MIT Press
  • Kelly, G.A., (1955) The Psychology of Personal Constructs, 1-2. , Norton. Nueva York (Reimpreso: 1991, Routledge, London. Nueva York)
  • Kripke, S., Naming and necessity (1972) Semantics of Natural Language, pp. 253-255. , HARMAN, G. y DAVIDSON, D. (eds.), (Reidel. Dordrecht)
  • Kuhn, T.S., (1962) The Structure of Scientific Revolutions, , Chicago, University of Chicago Press
  • Lawson, A.E., Predicting science achievement: The role of development level, disembedding ability, mental capacity, prior knowledge and beliefs (1983) Journal of Research in Science Teaching, 20 (2), pp. 117-129
  • Lawson, A.E., Is piaget's epistemic subject dead? (1991) Journal of Research in Science Teaching, 28 (7), pp. 581-591
  • Lawson, A.E., The resurrection of piaget's epistemic subject? A further reply to niaz (1993) Journal of Research in Science Teaching, 30 (7), p. 813
  • Malt, B.C., Sloman, S.A., Artifact categorization: The good, the bad and the ugly (2007) Creations of the Mind: Theories of Artifacts and their Representation, , MAR-GOLIS, E. y LAURENCE, S. (eds.), Oxford, Oxford University Press
  • Marín Martinez, N., Solano, M.I., Jiménez Gómez, E., Tirando del hilo de la madeja constiuctivista (1999) Enseñanza de las Ciencias, 17 (3), pp. 477-492
  • Matthews, M.R., Constructivism in science and mathematics education (2000) National Society for the Study of Education 99th Yearbook, pp. 161-192. , PHILLIPS, D. C. (ed.), Chicago, University of Chicago Press
  • Matthews, M.R., Editorial (2000) Science and Education, 9, pp. 491-505
  • Maturana, H., (1996) La Realidad: ¿objetiva o Construida?, Vol. I: Fundamentos BiolóGicos de la Realidad y Vol. II: Fundamentos Biológicos del Conocimiento, , Barcelona, Anthropos
  • Niaz, M., Role of the epistemic subject in piaget's genetic epistemology and its importance for science education (1991) Journal of Research in Science Teaching, 28 (7), pp. 569-580
  • Niaz, M., If piaget's epistemic suject is dead, shall we bury the scientific research metiiodology of idealization? (1993) Journal of Research in Science Teaching, 30 (7), pp. 809-812
  • Niaz, M., Piaget's epistemic subject: A reply to Shayer (1995) Journal of Research in Science Teaching, 32 (9), pp. 1003-1005
  • Novak, J.D., Constructivismo humano: Un consenso emergente (1988) Enseñanza de las Ciencias, 6 (3), pp. 213-223
  • Phillips, D.C., The good, the bad, and the ugly: The many faces of constructivism (1995) Educational Researcher, 24 (7), pp. 5-12
  • Phillips, D.C., (2000) Constructivism in Education (Ninety-ninth Yearbook of the National Society for the Study of Education), , Chicago, University of Chicago Press
  • Pintó, R., Aliberas Maymí, J., Gómez, C.R., Tres enfoques de la investigación sobre concepciones alternativas (1996) Enseñanza de las Ciencias, 14 (2), pp. 221-232
  • Pope, M., Gilbert, J., Personal experience and the construction of knowledge in science (1983) Science Education, 67 (2), pp. 193-203
  • Putnam, H., (1975) The Meaning of 'Meaning, Minnesota Studies in the Philosophy of Science, 7, pp. 131-193
  • Quale, A., The role of metaphor in scientific epistemology from a constiuctivist perspective: Consequences for science education (2002) Science and Education, 2 (1-2), pp. 25-33
  • Quale, A., The epistemic relativism of radical constructivism: Some implications for teaching the natural sciences (2007) Constructivist Foundations, 2 (2-3), pp. 107-113
  • Roth, W.M., The name of constructivism: Science education research and the construction of local knowledge (1993) Journal of Research in Science Teaching, 30 (7), pp. 799-803
  • Sadler, T.D., Situated learning in science education: Socio-scientific issues as contexts for practice (2009) Studies in Science Education, 45 (1), p. 142
  • Sánchez Gómez, P.J., The semantics of chemical education: Constructivism, extemalism and the language of chemistry (2013) Foundations of Chemistry, 15 (1), pp. 103-116
  • Shaver, M., Piaget: Only the galileo of cognitive development? Comment on niaz and lawson on genetic epistemology (1993) Journal of Research in Science Teaching, 30 (7), pp. 815-818
  • Von Glasersfeld, E., (1995) Radical Constructivism: A Way of Knowing and Learning, , Londres, Palmer Press