2. Kapitel

 

Funktion des Unterrichts: Die Aufgabe des Lehrens 

 

5.      Quellen

 

Arcà, M.; Guidoni, P.; Mazzoli, P. (1990): Insegnare scienza. Come cominciare: riflessioni e proposte per una educazione scientifica di base. Franco Angeli, Libri. Milan

Chevallard, Y. (1985): La transposition didactique. La Pensée Sauvage. Grenoble)

Formisano, M. (1992): Lavoro degli insegnanti e organizzazione didattica. Cap. III de   Pontecorvo, C. : Una scuola per i bambini . La Nuova Italia. Firenze.

Harlen, W. (1993): Teaching and learning primary science. Paul Chapman Publishing Ltd. London

Johnsey, R. (1986): Problem Solving in school science. Macdonald Educational. London

Kamii C.; DeVries, R. (1978): Physical knowledge in preschool education. Implications of Piaget’s theory. Prentice-Hall International. EUA.

Kelly, A.; Whyte, J.; Smail, B. (1984):Girls into Science and Technology (GIST): Final Report. Department of Sociology, University of Manchester.

Lück, G. (2000): Leichte Experimente für Eltern und Kinder. Herder-Spektrum. Freiburg.

Nuffield Primary Science SPACE (1998). Collins Educational. London.

Ogborn, J; Kress, G.; Martins, I.; McGillicuddy, K. (1996): Explaining Science in the Classroom. Open University Press. London

Reid, D.J.; Hodson, D. (1989): Science for all. Casell. London

Santmartí, N. (2002): Didáctica de las ciencias en la educación secundaria obligatoria. Síntesis Educación. Madrid

Science Curriculum Improvement Study SCIIS (1978). Ray McNally. EUA

Scott, P. and Mortimer, E. (2002): Discursive activity on the social plane of high school science classrooms: a tool for analysing and planning teaching interactions. Presented at the 2002 AERA Annual Meeting. New Orleans.

Scott, P. (1998): “Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review”. International Journal of Science Education, Vol. 19, No. 2. pp. 209-228