Investigación en Educación Científica en Chile. Ainoa Marzábal Blancafort

Investigación en Educación Científica en Chile - Ainoa Marzábal Blancafort


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Saberes, tempo e aprendizagem do trabalho no magistério. Educação y Sociedade, 23(73), 209-244.

      Tripp, D. (2005). Action research: a methodological introduction. Educação e Pesquisa, 31(3), 443-466. doi.org/10.1590/S1517-97022005000300009

      Tsai, Ch. & Wen, M.L (2005). Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals, International Journal of Science Education, 27(1): 3-14. doi.org/10.1080/0950069042000243727

      Ventura, G. & Freire, L. (2017). As finalidades da educação em ciências no currículo mínimo de ciências/biologia: uma análise discursiva da rede estadual do Rio de Janeiro. Alexandria: Revista de Educação em Ciência e Tecnologia, 10(1), 305-327. doi.org/10.5007/1982-5153.2017v10n1p305

      Stoeger, H., Fleischmann, S. & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asía Pacific Education Review, 16, 257-267.doi.org/10.1007/s12564-015-9376-7

      Upmeier, A. U., Krüger, D. & van Driel, J. (2019). Towards a Competence-Based View on Models and Modeling in Science Education. Cham: Springer Netherlands.

      Walsh, C. (2009). Interculturalidad crítica y pedagogía de-colonial: Apuestas (des)de el in-surgir, re-existir y re-vivir. In: Melgarejo P (comp) Educación Intercultural en América Latina: memorias, horizontes históricos y disyuntivas políticas, Plaza y Valdés, México

      Zimmerman, B.J. (2002). Becoming a Self-Regulated Learner: An Overview, Theory into Practice, 41(2), 64-70, doi.org/10.1207/s15430421tip4102_2

      Zohar, A. & Dori, Y.J. (2012). Metacognition in Science Education. Trends in Current Research. Springer, Dordrecht.

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