ALGUNAS PAUTAS Y CONSIDERACIONES PARA APRENDER DE UN TEXTO EDUCATIVO DE CIENCIAS

ALGUNAS PAUTAS Y CONSIDERACIONES PARA APRENDER DE UN TEXTO EDUCATIVO DE CIENCIAS

Joan Josep Solaz-Portolés
Magdalena Moreno-Cabo

Volver al índice

 

 

7. BIBLIOGRAFÍA

Aguirre de Carcer, I., 1983, Dificultades en la comprensión de las explicaciones de los libros de texto de física. Enseñanza de las ciencias, 1, 92-98.

Anderson, J.D. , 1980, Cognitive psychology and its implications. San Francisco: W.H. Freeman.

Anderson, TH. y Armbruster, B.B., 1982, Reader and text-studying strategies. En W. Otto y S. White (Eds.), Reading Expository Material. New York: Academic Press.

Anderson, T.H. y Armbruster, B.B., 1984, Content area textbooks. En R.C. Anderson, J. Osborne y R.T. Tierney (Eds.), Learning to read in American schools. Hillsdale: Erlbaum.

Anderson, T.H. y Armbruster, B.B., 1986, Readable textbook ,or selecting a textbook is not like buying a pair of shoes. En J. Orasau (Ed.), Reading Comprehension: from research to practice. Hillsdale: Erlbaum.

Anderson, O.R. y Botticelli, S., 1990, Quantitative analysis of content organization in some biology texts varying in textual composition. Science Education, 74, 167-182.

Andersson, B., 1990, Pupils' conceptions of matter and its transformations. Studies in Science Education, 18,53-85.

Artz, A. F., & Armour-Thomas, E. , 1992, Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9, 137-175.

Astolfí, J.P., 1988,El aprendizaje de conceptos científicos: Aspectos epistemológicos, cognitivos y lingüísticos. Enseñanza de las ciencias, 6, 147-155.

Ausubel, D., 1976, Psicología educativa. Un punto de vista cognoscitivo. México: Trillas.

Ausubel, D., Novak, J. y Hanesian, H., 1983, Psicología educativa. Un punto de vista cognoscitivo. México: Trillas.

Bachelard, G., 1965, L'activité rationaliste de la physique contemporaine. Paris: P.U.F.

Bean, T., Singer, H. y Conan, S., 1985, Analogical study guides: Improving comprehension in Sciences. Journal of Reading, 29, 246-250.

Bernárdez, E., 1982, Introducción a la lingüística del texto. Madrid: Espasa-Calpe.

Bernardo, A B. I. ,2001, Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21, 137-150.

Brackenbridge, J.B., 1991, La educación de las ciencias, la historia de las ciencias y el libro de texto, las condiciones necesarias contra las suficientes. Comunicación, Lenguaje y Educación, 11, 157-169.

Britton, B.K., Glynn, S.M., Meyer, B.J.F. y Penland, M.J., 1982, Effects of text structure on use of cognitive capacity during reading. Journal of Educational Psychology, 74, 51-61.

Britton, B.K., Van Dusen, L., Gulgóz, S. y Glynn, S.M., 1989, Instructional texts rewritten by five experts teams: revisions and retention improvements. Journal of Educational Psychology, 81, 226-239.

Brooks, L.W. y Dansereau, D.F., 1983, Effects of structural schema training and text organization on expository prose processing, Journal of Educational Psychology, 75, 811-820.

Brown, H.I., 1988, La nueva filosofía de la ciencia. Madrid: Tecnos.

Bullejos, J., de Manuel, E. y Furió, C., 1993, ¿Sustancias simples y/o elementos?. Enseñanza de las Ciencias, Número Extra (IV Congreso), 217-218.

Bunge, M., 1982, Teoría y realidad. Barcelona: Ariel.

Bunge, M., 1985, La investigación científica. Barcelona: Ariel.

Byrnes J. P. ,1996, Cognitive development and learning in instructional contexts. Boston, MA: Allyn and Bacon.

Carey, S., 1986, Cognitive Science and Science Education. American Psychologist, 41, 1123-1130.

Catrambone, R., & Holyoak, K. J. (1989). Overcoming contextual limitations on problem-solving transfer. Journal of Experimental Psychology : Learning, Memory, and Cognition, 15, 1147-1156.

Coromina, E., 1992, El llenguatge eficaç. Escola Catalana, 294, 7-12.

Chi, M.T.H., Feltovich, P.J. y Glaser, R, 1981, Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-151.

Chi, M.T.H., Glaser, R. y Rees, E., 1982, Expertise in problem solving. En R.J. Sternberg (Ed.), Advances in the psychology of human inlelligence , Vol. 1. Hillsdale: Erlbaum

Chiappetta, E.L., Sethna, G.H. y Fillman, D.A., 1991, A quantitative analysis of high school chemistry textbooks for scientific literacy themes and expository learning aids. Journal of Research in Science Teaching, 28, 939-951.

Corral Iñigo, A., 1987, Consideraciones acerca de la realización de textos didácticos para la enseñanza a distancia. Madrid: UNED.

Costa, S. S .C., & 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.

David Wong, E., 1993, Self-generated analogies as a tool for constructing and evaluating explanations of scientific phenomena. Journal of Research in Science Teaching, 30, 367-380.

Danili, E., & Reid, N. , 2004, Some strategies to improve performance in school chemistry, based on two cognitive factors. Research in Science and Technological Education, 22, 203-226.

Dawson, C., 1993, Chemistry in concept. Education in Chemistry, 30 (3), 73-75.

De Jong, T. y Ferguson-Hessler, M.G.M., 1986, Cognitive structures of good and poor novice problem solvers in physics. Journal of Educational Psychology, 78, 279-288.

Dee Lucas, D. y Larkin J.H., 1990, Organization and comprehensibility in scientific proofs, or "Considerer a particle p...". Journal of Educational Psychology, 82,701-714.

Dreyfus, A., 1992, Content analysis of school textbooks: the case of a technology-oriented curriculum. International Journal of Science Education, 14, 3-12.

Driver, R., 1988, Un enfoque constructivista para el desarrollo del currículo en ciencias. Enseñanza de las Ciencias, 6, 109-120.

Driver, R., 1989, Students' conceptions and the learning of science. International journal of Science Education, 11, 481-490.

Driver, R., Guesne, E. y Tiberguien, A., 1989, Ideas científicas en la infancia y en la adolescencia. Madrid: MEC y Morata.

Duffy, J.M., Higgins, L., Mehlembacher, B., Cochram, C, Wallace, D., Hill, C., Haugen, D., McCaffrey, M., Buenet, R., Sloane,S. y Smith, S., 1989, Models for design of instructional text. Reading research quartely, 24, 434-456.

Duit, R., 1991, On the role of analogies and metaphors in learning science. Science Education, 75, 649-672.

Dupin, J.J. y Josluia, S., 1989, Analogies and "modelling analogies" in teaching: Some examples in basic electricity. Science Education, 73, 207-224.

Dupin, J.J. y Joshua, S., 1990, Una analogía térmica para la enseñanza de la corriente continua en electricidad: Descripción y evaluación. Enseñanza de las Ciencias, 8, 119-126.

Entwistle, N. y Ramsden, P., 1983, Understanding student learning. London: Croom Helm.

Escobedo, M. y Furió, C.J., 1993, ¿Cómo se presenta y razona el equilibrio químico en los textos?. Enseñanza de las Ciencias, Número Extra (IV Congreso), 227-228.

Escudero, C. ,1995, Resolución de problemas en física: Herramienta para reorganizar significados. Caderno Catarinense de Ensino de Física, 12, 95-106

Ferguson-Hessler, M.G. y 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.

Flavell, J.H., 1970, Developmental studies of mediated memory. En H.J. Reese, L.P. Lipsitt (Eds.). Advances in child developmenl and behavior (Vol. 5). New York: Academic Press.

Flavell, J.H., 1976, Metacognitive aspectes of problem-solving. En B.C. Resnick (Ed.), La nature of intelligence. Hillsdale: Erlbaum.

Friege, G., & Lind G. , 2006, Types and qualities of knowledge and their relation to problem solving in physics. International Journal of Science and Mathematics Education, 4, 437-465.

Gabel, D.L. y Bunce, D.M., 1994, Research on problem solving: chemistry. En D.L. Gabel (Ed.). Handbook of Research on Science Teaching. McMillan: New York.

Gabriela, M., Ribeiro, T.C., Costa Pereira, J.V. y Maskill, R., Reaction and spontaneity: The influence of meaning from everyday language on fourth year undergraduates' interpretations of some simple chemical phenomena. International Journal of Science Education, 12, 391-401.

Galagovsky, L.R., 1993, Redes conceptuales: Base teórica e implicaciones para el proceso enseñanza-aprendizaje de las ciencias. Enseñanza de las Ciencias, 11, 301-307.

García Madruga, J.A. y Martin Cordero, J.I., 1987, Aprendizaje , comprensión y retención de textos. Madrid: UNED.

Garofalo, J. and Lester, F. , 1985, Metacognition, cognitive monitoring, and mathematical performance. Journal of Research in Mathematics Education, 16 (3), 163-176.

Gathercole, S. E. , 2004, Working memory and learning during the school years. Proceedings of the British Academy, 125, 365-380.

Gick, M. L., & Holyoak, K. J. , 1983, Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.

Gil,D. y Martínez-Torregrosa, J., 1983, A model for problem-solving in accordance with scientific methodology. European Journal of Science Education, 5, 447-455.

Gil, D. y Payá, J., 1988, Los trabajos prácticos de Física y Química y la metodología científica. Revista de Enseñanza de la Física, 2 (2), 73-79.

Gil, D., Senent, F. y Solbes, J., 1986, Análisis crítico de la introducción de la física moderna en la enseñanza media. Revista de Enseñanza de la Física, 2 (1), 16-21.

Gilbert, S.W., 1989, An evaluation of the use of analogy, simile, and metaphor in science texts. Journal of research in science teaching, 26, 315-327.

Gilbert, S.W., 1991, Model building and a definition of science. Journal of research in Science Teaching, 28, 73-79.

Goldstone, R. L. & Sakamoto, Y. , 2003, The transfer of abstract principles governing complex adaptative systems. Cognitive Psychology, 46, 414-466.

Grize, J.B., 1992, Sur la nature du discours d'information scientifique. Aster, 14,1-52.

Grosslight, L., Unger, C., Jay, E. y Smith, C.L., 1991, Understanding Models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799-822.

Halpern, D., 1990, Analogies as an aid to understanding and memory. Journal of Educational Psychology, 82, 298-305.

Hanson, N R. , 1985, Patrones de descubrimiento. Observación y explicación. Madrid: Alianza Editorial.

Healy, V.C., 1989, The effects of advance organizer and prerequisite knowledge passages on the learning and retention of science concepts. Journal of research in Science Teaching, 26, 627-642.

Hegarty-Harzel, E. y Prosser, M., 1991, Relationship between students' conceptual knowledge and study strategies-part 1: student learning in physics. International Journal of Science Education, 13, 303-312.

Hellman, W., 1989, Conceptual versus non conceptual questions in the grading of physics students. The Physics Teacher, 26, 383-386

Hierrezuelo, J. y Montero, A., 1989, La ciencia de los alumnos. Su utilización en la didáctica de la física y la química. Barcelona: Mee y Laia.

Hodson, D., 1988, Toward a philosophically more valid science curriculum. Science Education 72, 19-40.

Hynd, C. y Alvermann, D., 1986, The role of refutation text in overcoming difficulty with science concepts. Journal of reading, 29, 440-447.

Johnstone, A. H., & El-Banna, H. ,1986, Capacities, demands and processes-a predictive model for science education. Education in Chemistry, 23, 80-84.

Jonassen, D. , 2000, Toward a design theory of problem-solving. Educational Technology: Research and Development, 48, 63-85.

Just, M.A. y Carpenter, P.A., 1987, The Psychology of reading and language comprehension. Boston: Allyn and Bacon.

Kauchak, D P.. Eggen, P. y Kirk, S., 1978, The effect of cue specificity on learning from graphical materials in science. Journal of Research in Science Teaching. 15, 499-503.

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. y Nicholls, C.E., 1983, Problem-solving ability and Cognitive Structure: An exploratory investigation. European Journal of Science Education 5, 171-184.

Kintsch, W., 1989, Learning from text. En L.B. Resnick (Ed.), Knowning Learning and Instruction. Hillsdale: Erlbaum

Kintsch, W. y Greeno, J.G., 1985, Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129.

Kintsch, W. y Van Dijk, T.A., 1978, Toward a model of discourse comprehension and production. Psychological review, 85, 363-394.

Kuhn, T.S., 1987, La tensión esencial. Estudios selectos sobre la tradición y cambio en el ámbito de la ciencia. México: FCE.

Lahore Alberto, A., 1993, Lenguaje literal y connotado en la enseñanza de las ciencias. Enseñanza de las Ciencias, 11, 59-62.

Lang de Silveira, F., Moreira, M.A. y Axt, R., 1992a, Habilidad en preguntas conceptuales y en resolución de problemas de Física. Enseñanza de las Ciencias, 10, 58-62.

Lang de Silveira, F., Moreira, M.A.y Axt, R., 1992b, Estrutura interna de testes de conhecimento em Física: Um exemplo em mecánica. Enseñanza de las Ciencias, 10, 187-194.

Larkin, J.H. y Reif, F., 1979, Understanding and teaching problem-solving in physics. European Journal of Science Education, 1(2), 191-203.

Lederman, N.G.,1992, Students' and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359.

Lee, K. W. L. ,1985, Cognitive variables in problem solving in chemistry. Research in Science Education, 15, 43-50.

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.

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.

Levin, J.R., Anglin. G.J y Carney, R.N. , 1987, On empirically validating functions of pictures in prose. En D.M. Willows y H A Houghton (Eds.), The psychology of illustration: Vol 1. Basic research (pp.51-58) New York: Springer-Verlag.

Loewenstein, J., Thompson, L. & Gentner, D. ,1999, Analogical encoding facilitates knowledge transfer in negotiation. Psychonomic Bulletin & Review, 6, 586-597.

Logan, S.R. y Logan, W.P. Scientifically speaking…Education in Chemistry, 30 (2), 50-54.

Longo, P. J., Anderson, O. R., & Wicht, P., 2002, Visual Thinking Networking promotes problem solving achievement for 9th Grade earth science students. Electronic Journal of Science Education, 7 (1). Article seven. Retrieved November 20, 2006, from http://unr.edu/homepage/jcannon/ejse/ejse.html

Lopes, A.R.C., 1990, Livros didáticos: obstáculos ao aprendizado da ciência química. Dissertaçao Mestrado IESAE, FGV: Rio de Janeiro. Citado en Lopes, A.R.C., 1993, Contribuiçoes de Gaston Bachelard ao ensino de ciências. Enseñanza de las Ciencias, 11, 324-330.

Lorenzo, M., 2005, The development, implementation, and evaluation of a problem solving heuristic. International Journal of Science and Mathematics Education, 3, 33-58.

Lowe, R. , 1986, The scientific diagram: Is it worth a thousand words?. The Australian Science Teachers' Journal, 32, 7-13.

Lowe, R. ,1988, Drawing comparisons: School science and professional science. The Australian Science Teachers' Journal, 33, 32-39.

Llorens, J.A., 1988, La concepción corpuscular de la materia. Obstáculos epistemológicos y problemas de aprendizaje. Investigación en la escuela, 4,33-48.

LLorens, J.A., De Jaime, M.C. y LLopis, R., 1989, La función del lenguaje en un enfoque constructivista del aprendizaje de las ciencias. Enseñanza de las ciencias, 7, 111-119.

MacDonald-Ross, M., 1979, Scientific diagrams and the generation of plausible hypotheses: An essay in the history of ideas. Instructional Science, 8, 223-234.

Manjares, G., 2000, La dicotomía teoría-laboratorio, un proceso en la vida cotidiana de la enseñanza de las ciencias experimentales. En Actas de los XIX encuentros de Didáctica de las Ciencias Experimentales, 13-15 Septiembre, Madrid.

Martinand, J.L., 1986, Enseñanza y aprendizaje de la modelización. Enseñanza de las ciencias, 4, 45-50.

Mayer, R.E., 1985, Structural analysis of science prose: Can we increase problem-solving performance?. En B.K. Britton y J.B. Black (Eds.), Understanding Expository texts. Hillsdale: Erlbaum.

Mayer, R.E., 1989, Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246.

Mayer, R.E. y Gallini, J.K., 1990, When Is an illustration worth ten thousand words?. Journal of Educational Psychology, 82, 715-726.

Mayer, R. E., 1998, Cognitive, metacognitive, and motivational aspects of problem-solving. Instructional Science, 26, 49-63.

Mayer, R. E., 1992, Thinking, problem solving and cognition (2nd Ed.). New York: Freeman.

Mazur, E., 1996, Conceptests. Prentice-Hall: Engle wood Cliffs, N. J.

Meheut, M., Larcher, C. y Chomat, A., 1988, Modelos de partículas en la iniciación a las ciencias físicas. Enseñanza de las ciencias, 6, 231 -238.

Merrill, M.D., 1983, Component Display Theory. En Ch. M. Reigeluth (Ed.): Instructional Design Theories and Models: an overview of their current status. Hillsdale: Erlbaum.

Merrill, M.D., 1987, A lesson based on the component display theory. En Ch. M. Reigeluth (Ed.), Instructional theories in action. Lessons Illustrating selected theories and models. Hillsdale: Erlbaum.

Meyer, B.J.F., 1984, Text dimensions and cognitive processing. En H. Mandl. N. Stein, T. Trabasso (Eds.), Learning from texts. Hillsdale: Erlbaum.

Meyer, L.A., Crummey, L y Creer, E.A., 1988, Elementary science tetxbooks: Their contents, text characteristics, and comprehensibility. Journal of Research in Science Teaching, 25, 435-463.

Nakhleh, M.B. y Mitchell, R.C., 1993, Concept learning versus problem solving. Journal of Chemical Education, 70, 190-192.

Neto, A.J., 1991, Factores psicológicos de insucesso na resoluçao de problemas de Fisica: Una amostra significativa. Enseñanza de las Ciencias, 9, 275-280.

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., 1988, 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, 508-510.

Nussbaum, J., 1989, La constitución de la materia como conjunto de partículas en la fase gaseosa. En R. Driver, E. Guesne y A. Tiberghien (Eds.), Ideas científicas en la infancia y la adolescencia. Madrid: MEC-Morata.

Otero, J.C., 1985, Assimilation problems in traditional representations of scientific knowledge. European Journal of Science Education, 7, 361-369.

Otero, J.C., 1989, La producción y la comprensión de la ciencia: La elaboración en el aprendizaje de la ciencia escolar. Enseñanza de las Ciencias, 7, 223-228.

Otero, J.C., 1990, Variables cognitivas y metacognitivas en la comprensión de textos científicos: El papel de los esquemas y el control de la propia comprensión. Enseñanza de las ciencias, 8, 17-22.

Otero, J.C. y Campanario, J.M., 1990, Comprehension evaluation and regulation in learning from science texts, Journal of Research in Science Teaching, 27, 447-460.

O’Neil, H. F., & Schacter, J.,1999, Test specifications for problem solving assessment. Retrieved March 1, 2007, from http://www.cse.edu/Reports/TECH463.pdf

Opdenacker, C, Fierens, H., Brabant, H. V., Sevenants, J., Slootamekers, P. J., et al., 1990, Academic performance in solving chemistry problems related to student working memory capacity. International Journal of Science Education, 12, 177-185.

Paivio, A., 1971, Imagery and Verbal processes. New York: Holt Rinehart and Winston.

Pankratius, organized knowledge base: Concept mapping and achievement in secondary school physics. Journal of Research in Science Teaching, 27, 315-333.

Payá, J., 1991, Los trabajos prácticos en la enseñanza de la Física y la Química. Un Análisis crítico y una propuesta fundamentada. Tesis Doctoral. Universitat de València.

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.

Pendley, B. D., Bretz, R.L., & Novak, J. D. ,1994, Concept map as a tool to assess learning in chemistry. Journal of Chemical Education, 71, 9-15.

Perrig,W. y Kintsch, W., 1985, Propositional and situational representations of text. Journal of Memory and Language, 24,505-518.

Pozo, J.I., 1989, Teorías cognitivas del aprendizaje. Madrid: Morata.

Pozo León, A. y Llorens Molina, J.A., 1993, Análisis de la introducción del concepto de mol a través de los manuales escolares. Enseñanza de las Ciencias, Número Extra (IV Congreso), 265-266.

Quílez Pardo, J., Solaz Portóles, J.J., Castelló Hernández, M. y Sanjosé López, V., 1993, La necesidad de un cambio metodológico en la enseñanza del equilibrio químico: Limitaciones del principio de Le Chatelier. Enseñanza de las Ciencias, 11,281-288.

Rebello, N. S., Cui, L., Bennet, A. G., Zollman, D. A., & Ozimek, D. J. , 2007, Transfer of learning in problem solving in the context of mathematics and physics. In D. Jonassen (Ed.), Learning to solve complex scientific problems. Hillsdale, NJ: Lawrence Earlbaum.

Reigeluth, Ch. M., 1987, Lesson Blueprints based on the Elaboration Theory of instruction. En Ch. M. Reigeluth (Ed.): Instructional theories in action: Lessons illustrating selected theories and models. Hillsdale: Erlbaum.

Reigeluth, Ch.M.y Stein, F.S., 1983, The Elaboration Theory of instruction. En Ch. M. Reigeluth (Ed.): Instructional Design Theories and Models: an overview of their current status. Hillsdale: Erlbaum.

Renner, J.W., Abraham, M.R., Bross, E. y Marek, E.A., 1990, Understandings and misunderstandings of eighth graders of four physics concepts founds in textbooks. Journal of Research in Science Teaching, 27, 35-54.

Renstrom, L., Andersson, B. y Marton, T., 1990, Students' conceptions of matter. Journal of Educational Psychology, 82, 555-569.

Reynolds, R.E. y Baker, D.R., 1987, The utility of graphical representations in text: Some theorical and empirical issues. Journal of Research in Science Teaching, 24, 161-Í73.

Rossi, J.P., 1990, The function of frame in the comprehension of scientific text. Journal of Educational Psychology, 82,727-732.

Roth, K. y Anderson, Ch, 1986, Promoting conceptual change learning from science textbooks. En P. Ramsden (ed.): Improving learning: New perspectives. Londres: Kogan.

Rumelhart, DE., 1977, Toward and interactive model of reading. En S. Dornic (Ed.): Attention and Perfomance (Vol VI) Hillsdale:Erlbaum.

Rumelhart, D.E., 1980, Schemata: the building blocks of cognition. En R.J. Spiro, B.C. Bruce, W.F. Brewer (Eds.), Theorical issues in reading comprehension. Hillsdale: Erlbaum.

Sanjosé López V., Solaz Portóles J.J., y Vidal-Abarca, E., 1993, Mejorando la efectividad instruccional del texto educativo en ciencias: Primeros resultados. Enseñanza de las Ciencias, 11, 137-148.

Sanmartín, N., Márquez, C. y Garcia-Rovira, P., 2002, Los trabajos prácticos, punto de partida para aprender ciencias. Aula de innovación educativa, 113, 8-13

Santelices, L., 1990, La comprensión del lectura en textos de ciencias. Enseñanza de las ciencias, 8, 59-64.

Sari, I.F. y Reigeluth, Ch.M, 1982, Writting and Evaluating textbooks: Contributions from instructional theory. En D.H. Jonassen (Ed.), The technology of text. Greenboro (North Carolina): Educational technology publications.

Sawrey, B.A., 1990, Concept learning versus problem solving: Revisited. Journal of Chemical Euication, 67, 253-254.

Shavelson, R.J., Ruiz-Primo, M.A. & Wiley, E.W. , 2005, Windows into the mind. Higher Education, 49, 413-430.

Simons, P.R.J., 1984, Instructing with analogies. Journal of Educational Psychology, 76, 513-527.

Solaz Portolés, J.J., 1990, Una práctica con el péndulo transformada en una investigación. Revista Española de Física, 4(3), 87-94

Solaz Portolés, J.J., 1993, Pourquoi continuer à apprendre le principe de Le Chatelier?. Bulletin de la Union des Physiciens, 87, 895-908.

Solaz Portóles, J.J. y Sanjosé López, V., 1993b, Imprecisiones en el tratamiento termodinámico de la disolución de sólidos iónicos en agua. Resúmenes de Comunicaciones, Tomo II, de la XXIV Bienal de la Real Sociedad Española de Física (DI 36).

Solaz-Portolés, J. J., & Sanjosé, V., 2006, ¿Podemos predecir el rendimiento de nuestros alumnos en la resolución de problemas?. Revista de Educación, 339, 693-710. Retrieved January 5, 2007, from http://www.revistaeducacion.mec.es

Solaz-Portolés, J. J., & Sanjosé, V., 2007a, Cognitive variables in science problem solving: A review of research. Journal of Physics Teachers Education Online, 4(2), 25-32. Retrieved April 28, 2007, from http://www.phy.ilstu.edu/jpteo.

Solaz-Portolés, J. J., & Sanjosé, V., 2007b, Representations in problem solving in science: Directions for practice. Asia Pacific Forum on Science Learning and Teaching, 8(2), Article 4. Retrieved January 15, 2008, from http://www.ied.edu.hk/apfslt

Solaz-Portolés, J. J., & Sanjosé, V., 2008a,. Piagetian and Neo-Piagetian variables in science problem solving. Ciências & Cognição, 13 (2), 192-200. Retrieved August 5, 2008, from http://www.cienciasecognicao.org

Solaz-Portolés, J. J., & Sanjosé, V. 2008b, Working memory in science problem solving: A review of research. Aceptado para publicación en Revista Mexicana de Psicología.

Stevens, R., & Palacio-Cayetano, J., 2003, Design and performance frameworks for constructing problem-solving simulations. Cell Biology Education, 2, 162-179.

Solaz Portóles, J.J., Vidal-Abarca, E. y Sanjosé, V., 1993a, Análisis didáctico, epistemológico e histórico de la introducción de los modelos atómicos en los textos de 2° de BUP. Enseñanza de las Ciencias, Número Extra (IV Congreso), 283-284.

Solaz Portóles, J.J., Vidal-Abarca, E. y Sanjosé, V., 1993b, El aprendizaje de un texto de ciencias: Análisis de las variables implicadas. Enseñanza de las Ciencias, Número Extra (IV Congreso), 129-130.

Solbes, J. y Martín, J., 1991, Análisis de la introducción del concepto de campo. Revista Española de Física, 5 (3), 34-39.

Solbes Matarredona, J. y Zacarés García J., 1993, ¿Qué sucede con la enseñanza de la óptica?. Revista Española de Física, 1 (4), 38-43.

Solbes, J. y Vilches, A., 1989, Interacciones Ciencia/Técnica/Sociedad: un instrumento de cambio actitudinal. Enseñanza de las Ciencias, 7, 14-20.

Solbes, J. y Vilches, A., 1992, El modelo constructivista y las relaciones C/T/S. Enseñanza de las Ciencias, 10, 181-188.

Spiro, R.J., 1980, Constructive processes in prose comprehension and recall. En R.J. Spiro, B.C. Bruce, W.F. Brewer (Eds.), Theorical issues in reading comprehension. Hillsdale: Erlbaum.

Staver, J.R. y Bay M., 1989, Analysis of the conceptual structure and reasoning demands of elementary science texts at the primary (K-3) level. Journal of Research in Science Teaching, 26, 329-349.

Stavy, R., 1991, Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28, 305-313.

Stinner, A., 1989, The teaching of Physics and the contexts of inquiry: From Aristotle to Einstein. Science Education, 73, 591-605.

Stinner, A., 1992, Science textbooks and science teaching: From logic to evidence. Science Education, 76, 1-16.

Storey Vasu E. y Howe, A. C., 1989, The effect of visual and verbal modes of presentation on children's retention of images and words. Journal of Research in Science Teaching, 26, 401-407.

Strube, P., 1989a, The notion of style in physics textbooks. Journal of Research in Science Teaching, 26, 291-299.

Strube, P., 1989b, A content analysis of arguments and explications presented to students in physical science textbooks: a model and a example. International Journal of Science Education, 11, 195-202.

Taconis, R., Ferguson-Hessler, M. G. M, & Broekkamp, H., 2001, Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching, 38, 442-468.

Tamir, P., Garcia, M.P., 1992, Characteristics of laboratory exercises included in science textbooks in Catalonia (Spain). Internationa/ Journal of Science Educalion, 14, 381-392.

Teong, S. K., 2003, The effect of metacognitive training on mathematical word-problem solving. Journal of Computer Assisted Learning, 19, 46-55.

Tsaparlis, G. , 1998, Dimensional analysis and predictive models in problem solving. International Journal of Science Education, 20, 335-350.

Tsaparlis, G. , 2005, Non-algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors. Research in Science & Technological Education, 23, 125-148.

Tsaparlis, G., & Angelopoulos, V., 2000, A model of problem solving: Its operation, validity, and usefulness in the case of organic-synthesis problems. Science Education, 84, 131-153.

Van Dijk, J.A. y Kintsch, W., 1983, Strategies of discourse comprehension. New York: Academis Press.

Vidal-Abarca, E., 1989, La comprensión lectora de ideas principales en textos expositivos del ciclo medio de la E.G.B.: Programa de instrucción y procesos explicativos. Tesis Doctoral no publicada: Universitat de Valencia.

Wandersee, J.H., 1988, Ways students read texts. Journal of Research in Science Teaching, 25, 69-84.

Warnakulasooriya, R., & Pritchard, D. E. , 2005, Learning and problem-solving transfer between physics problems solving using web-based homework tutor. Conference Proceedings: EdMedia-World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2976-2983). Retrieved December 2, 2007, from http://relate.mit.edu./publications.html

West, L.H.T. y Pines, A.L. (Eds.), 1985, Cognitive Structure and conceptual change. New York: Academic Press.

White, R.T. y Tisher, R.P., 1986, Research on Natural Sciences. En M.C. Wittrock (Ed.), Handbook of leaching. New York: Mc Millan Publishsing.

Wheeler, A.E. y Hill, D. , 1990, Diagram-ease. Why students misinterpret diagrams. The Science Teacher, 57(5), 59-63.

Williams, R.L. y Yore, L.D., 1985, Content, format, gender, and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure. Journal of Research in Science Teaching, 22, 81-88.

Wood, T.L. y Wood, W.L., 1988, Assessing potential difficulties in comprehending fourth grade science textbooks. Science Education, 72, 561-574.

Yore, L.D., 1991, Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks. Journal of Research in Science Teaching, 28, 55-72.

Zajchowski, R., & Martin, J., 1993, Differences in the problem solving of stronger and weaker novices in physics: knowledge, strategies, or knowledge structure. Journal of Research in Science Teaching, 30, 459-470.

Zoller, U., Lubezky, A., Nakhleh, M. B., Tessier, B., & Dori, Y. J., 1995, Success on algorithmic and LOCS vs. conceptual chemistry exam questions. Journal of Chemical Education, 72, 987-989.