Objectivos | A crianVa | A tarefa de Ensinar | A integraVao
 
- Ensinar   tecnologia
- desenho do   curriculo
- Competencias
- Orientar   actividades
- avaliaVao e   auto-  avaliaVao
- Referencias




 Referências

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

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

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

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

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

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

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. Freiburg: Herder-Spektrum.

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

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

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

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

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

Scott, P. e 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.