LA
TAREA DE ENSEÑAR
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.; De Vries, R. (1978): Physical knowledge in preschool education.
Implications
of
Piagets 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