Pendientes de lectura (P1)
Referencias prioritarias que aún no tienen PDF en Zotero, más la que no se importó. Colección de Zotero: “José Luis López – UTE”. Cuando consigas un PDF, adjúntalo en Zotero, subráyalo con los 6 colores y se crea su nota consolidada.
No importada en Zotero (agregar a mano por DOI en la subcolección 03)
| Eje | Referencia | DOI | Dónde conseguirla |
|---|---|---|---|
| 04 | Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54. | 10.1002/sce.10106 | Biblioteca |
Sin PDF (16)
| Eje | Referencia | DOI | Dónde conseguirla | Estado |
|---|---|---|---|---|
| 01 | Vogel, J. J., et al. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. | 10.2190/flhv-k4wa-wpvq-h0ym | Biblioteca | Pendiente |
| 01 | Ogegbo, A. A., & Ramnarain, U. (2022). Teaching and learning physics using interactive simulation: A guided inquiry practice. | 10.15700/saje.v42n1a1997 | Acceso abierto | PDF conseguido y subrayado: OR22 |
| 02 | Chamberlain, J. M., et al. (2014). How guidance affects student engagement with an interactive simulation. | 10.1039/c4rp00009a | Biblioteca | Pendiente |
| 02 | Adams, W. K., Paulson, A., & Wieman, C. E. (2008). What levels of guidance promote engaged exploration with interactive simulations? | 10.1063/1.3021273 | Publicaciones de PhET | Pendiente |
| 02 | Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. | 10.3102/0034654315627366 | Acceso abierto | Pendiente |
| 02 | Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. | 10.1207/s15326985ep4102_1 | Biblioteca | Pendiente |
| 02 | Vorholzer, A., & von Aufschnaiter, C. (2019). Guidance in inquiry-based instruction: An attempt to disentangle a manifold construct. | 10.1080/09500693.2019.1616124 | Biblioteca | Pendiente |
| 02 | Trouche, L. (2003). From artifact to instrument: Mathematics teaching mediated by symbolic calculators. | 10.1016/j.intcom.2003.09.004 | Biblioteca o HAL | Pendiente |
| 03 | de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. | 10.3102/00346543068002179 | Biblioteca o repositorio de Twente | Pendiente |
| 03 | Vo, D. V., & Csapó, B. (2021). Development of scientific reasoning test measuring control of variables strategy in physics for high school students. | 10.1080/09500693.2021.1957515 | Acceso abierto | Pendiente |
| 04 | de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. | 10.1126/science.1230579 | Repositorio de Twente | Pendiente |
| 05 | Shambare, B., & Simuja, C. (2024). TPACK: A descriptive study of science teachers’ integration of the virtual laboratory in rural school teaching. | 10.1080/2331186x.2024.2365110 | Acceso abierto | Pendiente |
| 05 | Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. | 10.1111/j.1467-9620.2006.00684.x | Biblioteca | Pendiente |
| 06 | Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. | 10.1207/s15327809jls0202_2 | Biblioteca | Pendiente |
| 06 | Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. | 10.3102/0013189x032001009 | Biblioteca | Pendiente |
| 06 | Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. | 10.1119/1.18809 | Versión libre del autor | Pendiente |
Resumen: 15 sin PDF + 1 sin importar = 16 lecturas P1 por conseguir. Ogegbo y Ramnarain (2022) ya tiene PDF y nota.
Orden sugerido
Del informe (“Empieza aquí”): de Jong, Linn y Zacharia (2013); de Jong y van Joolingen (1998); Kirschner et al. (2006); Cobb et al. (2003). Ya leídos de esa lista: PM15, DL23 y HH20.
Enlaces: MOC - Mapa de contenidos · Ejes temáticos