La resolución de problemas basada en el desarrollo de invertigaciones guiadas en cursos introductorios de física universitaria

Referencias bibliográficas

• ARAMBULA-GREENFIELD, T. (1996). Implementing problem- based learning in a collage science class. Research in Science Education, 25(4), pp. 383-393.
• BOILEVIN, J.M. (2005). Enseigner la physique par la situation problema ou par probleme ouvert. Aster, 40, pp. 13-37.
• CEBERIO, M., GUISASOLA, J. y ALMUDI, J.M. (2008). Cuáles son las innovaciones didácticas que propone la investigación en resolución de problemas de física y qué resultados alcanzan? Enseñanza de las Ciencias, 26(3), pp. 419-430.
• COHEN, L., MANION, L. y MORRISON, K. (2007). Research Methods in Education (sisth edition). Londres: Routledge. Taylor y Francis Group.
• COOK, T.D. y REICHARDT, CH.S. (1986). Qualitative and quantitative methods in evaluation research. London: Sage Publications, Inc.
• CORTAZZI, M. (1993). Narrative analysis. Londres: Palmer Press.
• DANCY, M. y HENDERSON, C. (2007). Framework for articulating instructional practices and conceptions. Physical Review Special Topics-Physics Education Research, 3(1).
• DUCH, B.J. (1996). Problem-based learning in physics: The power of students teaching students. Science Teaching, 26, pp. 529-541.
• DUFRESNE, R.J. y GERACE, W.J. (2004). Assessing-To- Learn: Formative Assessment in Physics Instruction. The Physics Teacher, 42, pp. 428-433. (Pubitemid 39289566)
• DUMAS-CARRÉ, A. y GOFFARD, M. (1997). Rénover les activités de résolution de problémes en physique (New approach for physics problem solving). París: Armand Colin.
• FERGUSON-HESSLER, M. y DE JONG, T. (1990). Studying physics texts: Differences in study processes between good and poor performers. Cognition and Instruction, 7, pp. 41-54.
• FURIÓ, C. y VILCHES, A. (1997). Las actitudes del alumnado hacia las ciencias y las relaciones ciencia, tecnología y sociedad en la enseñanza y aprendizaje de las ciencias de la naturaleza en la educación secundaria. ICE/Horsori: Barcelona.
• GALLAGHER, S.A., STEPIEN, W.J., SHER, B.T. y WORKMAN, D. (1995). Implementing problem-based learning in science classroom. School Science and Mathematics, 95(3), pp. 136-146.
• GARRET, R.M. (1988). Resolución de problemas y creatividad: Implicaciones para el currículo de ciencias. Enseñanza de las Ciencias, (6)3, pp. 224-230.
• GIL, D. y MARTÍNEZ-TORREGROSA, J. (1983). A model for problem solving in accordance with scientific methodology. European Journal of Science Education, 5(4).
• GIL, D., FURIÓ, C., VALDÉS, P., SALINAS, J., MARTÍNEZTORREGROSA, J., GUISASOLA, J., GONZÁLEZ, E., DUMAS-CARRÉ, A., GOFFARD, M. y PESSOA, A.M. (1999). Tiene sentido seguir distinguiendo entre aprendizaje de conceptos, resolución de problemas de lápiz y papel y realización de prácticas de laboratorio? Enseñanza de las Ciencias, 17 (2), pp. 311-320.
• GUISASOLA, J., CEBERIO, M. y ZUBIMENDI, J.L. (2006a). University Students' Strategies for Constructing Hypothesis when Tackling Paper-and-Pencil Tasks in Physics. Research In Science Education, 36(3), pp. 163-186. (Pubitemid 43880872)
• GUISASOLA, J, CEBERIO, M., ALMUDI, J.M. y ZUBIMENDI, J.L. (2006b). La enseñanza de problemas de Física en primer curso de universidad. De explicar problemas a guiar su resolución. Barcelona: Editorial Octaedro.
• GUISASOLA, J., FURIÓ, C. y CEBERIO, M. (2008). Science Education Based on Developing Guided Research. M.V. Thomase (editor). Science Education in Focus, Nova Science Publishers, Inc.
• HEGARTY, M. (1991). Knowledge and processes in mechanical problem solving, en Sternberg, R.J. y Frensch, P.A. (eds.). Complex problem solving: Principles and mechanisms, pp. 253-285. Hillsdale, NJ: Lawrence Erlbaum.
• HELLER, P., KEITH, R. y ANDERSON, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60(7), pp. 627-636.
• HSU, L., BREWE, E., FOSTER, T.M. y HARPER, K.A. (2004). Resource Letter RPS-1: Research in problem solving. American Journal of Physics, 72(9), pp. 1147-1156. (Pubitemid 39234161)
• HUFFMAN, D. (1997). Effect of Explicit Problem Solving Instruction on High School Studens' Problem-Solving Performance and Conceptual Understanding of Physics. Journal of Research in Science Teaching, 34(6), pp. 551-570. (Pubitemid 127468124)
• KIM, E. y PAK, S-J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), pp. 759-765.
• LANGLOIS, F., GRÉA, J. y VIARD, J. (1995). Influencia de la formulación del enunciado y del control didáctico sobre la actividad intelectual de los alumnos en la resolución de problemas. Enseñanza de las Ciencias, 13(2), pp. 179-191.
• LARKIN, J.H. (1981). Enriching formal knowlege: A model for learning to solve texbook physics problems, en Anderson, J.R. (ed.). Cognitive skills and their acquisition, pp. 311-334. Hillsdale, NY: Erlbaum.
• LARKIN, J.H. y REIF, F. (1979). Understanding and teaching problem solving in physics. European Journal of Science Education, 1(2), pp. 191-203.
• LEONARD, W.J., GERACE, W.J. y DUFRESNE, R.J. (2002). Resolución de problemas basada en el análisis. Hacer del análisis y del razonamiento el foco de la enseñanza de la Física. Enseñanza de las Ciencias, 20(3), pp. 387-400.
• MALONEY, D.P. (1994). Research on problem solving: Physics, en Gabel, D.L. (ed.). Handbook of Physics, 64, pp. 1495-1503.
• McDERMOTT, L. (1991). Millikan lecture 1990: What we teach and what is learned-closing the gap. American Journal of Physics, 59, pp. 301-315.
• PARK, F. y LEE, L. (2004). Analysing cognitive or non-cognitive factors involved in the process of physics problemsolving in an everyday context. International Journal of Science Education, 26(13), pp. 1577-1595. (Pubitemid 40008530)
• PERALES, F.J. (1993). La resolución de problemas: Una revisión estructurada. Enseñanza de las Ciencias, 11(2), pp. 170-178.
• QIN, Z., JOHNSON, D.W. y JOHNSON, R.T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65(2), pp. 129-143.
• RAINE, D.J. y COLLETT, J. (2003). Problem-based learning in astrophysics. European Journal of Physics, 24, S41-S46.
• RAMÍREZ, J.L., GIL, D. y MARTÍNEZ-TORREGROSA, J.M. (1994). La resolución de problemas de física y de química como investigación, Madrid: Centro de Publicaciones del Ministerio de Educación y Ciencia: CIDE.
• REIF, F. (1995). Millican Lecture 1994: Understanding and teaching important scientific thoght processes. American Journal of Physics, 63(1), pp. 17-32.
• RIVARD, L.P. (1994). A review of writing to learn science: inplications for practice and research, Journal of Research in Science Teaching, 31, pp. 969-983.
• SAVERY, J.R. y DUFFY, T.M. (1995). Problem based learning: an instructional model and its constructivist framework. Educational Technology, 35, pp. 31-36.
• SEROUSSI, D.E. (1995). Heuristic Hypotheses in Problem Solving: An Example of Conceptual Issues abaout Scientific Procedures. Science Education, 79(6), pp. 595-609.
• TACONIS, R. FERGUSON-HESSLER, M.G.M. y BROEKKAMP, H. (2001). Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching 38(4), pp. 442-468.
• VAN HEUVELEN, A. (1991). Learning to think like a physicist: A review of research based instructional strategies. Part II: Design of instructional strategies. American Journal of Physics, 59, pp. 891-897.
• VAN KAMPEN, P., BANAHAN, C., KELLY, M., ELLISH McLOUGHLIN, E. y O'LEARY, O. (2004). Teaching a single physics module trough Problem Based Learning in a lecture-based curriculum, American Journal of Physics, 72 (6), pp. 829-834. (Pubitemid 38726601)
• WENHAM, M. (1993). The nature and the role of hypotheses in school science investigations. International Journal of Science Education, 15(3), pp. 231-240.