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Bibliografía de AOP

 

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398.

 

Bransford, J. D., & Stein, B. S. (1993). The IDEAL problem solver (2nd ed.). New York: Freeman.

Bransford, J. D., Sherwood, R. S., Vye, N. J., & Rieser, J. (1986). Teaching thinking and problem solving: Research foundations. American Psychologist, 41 , 1078-1089.

 

Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53, 499-518.

 

Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.

 

Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 , 32-42.

 

Bruer, J. T. (1993). Schools for thought . Cambridge, MA: MIT Press. Cognition and Technology Group at Vanderbilt. (1992). Anchored instruction in science and mathematics: Theoretical basis, developmental projects, and initial research findings. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 245-273). New York: State University of New York Press.

 

Bruner, J. (1962). On knowing: Essays for the left hand. Cambridge, MA: Harvard Uiversity Press.

 

Cognition and Technology Group at Vanderbilt (CTGV). (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40, 65-80.

 

Dewey, S. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New Issue with Essay by Maxine Greene. Boston: Houghton Mifflin.

 

Duschl, R. A., & Gitomer, D. H. (1991). Epistemological perspectives on conceptual change: Implications for educational practice. Journal of Research in Science Teaching, 28 , 839-858.

 

Glaser, R. (1994). Application and theory: Learning theory and the design of learning environments . Paper presented at the 23rd International Congress of Applied Psychology, Madrid, Spain, July 1994.

 

Grabe, M., & Grabe, C. (1998) Integrating Technology for Meaningful Learning , Second Edition. Boston: Houghton Mifflin Company.

 

Hernández, F. (1998). Repensar la función de la Escuela desde los proyectos de trabajo, Fernando Hernández. Artículo publicado en Pátio. Revista Pedagógica, 6, 26-31 (1998).

 

Hickey, D. T., Petrosino, A. J., Pellegrino, J. W., Goldman, S. R., Bransford, J. D., Sherwood, R., & the Cognition and Technology Group at Vanderbilt. (1994). The MARS mission challenge: A generative, problem-solving, school science environment. In Vosniadou, S., De Corte, E., & Mandl, H. (Eds.), Technology-based learning environments: Psychological and educational foundations (pp. 97-103). (NATO ASI Series). New York: Springer-Verlag.

 

Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19 , 319-335).

 

Moore, A., Sherwood, R., Bateman, H., Bransford, J. D., & Goldman, S. R. (1996). Using problem-based learning to prepare for project-based learning. In J. D. Bransford (Chair), Enhancing project-based learning: Lessons from research and development . Symposium conducted at the 1996 Annual meeting of the American Educational Research Association, New York City.

 

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1 , 117-175.

 

Petrosino, A. J. (1995). Mission to mars: An integrated curriculum . Nashville,TN: The Cognition and Technology Group at Vanderbilt University.

 

Resnick, L. (1987). Learning in school and out. Educational Researcher, 16 (9), 13-20.

 

Roth, W.-M., & Bowen, G. M. (1995). Knowing and interacting: A study of culture, practices, and resources in a Grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.

 

Sizer, T. R. (1984) Horace's compromise--the dilemma of the American high school : the first report from A study of American high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools Boston : Houghton Mifflin.

 

The project Method. Lawry, J. R. The International Encyclopedia of teaching and teacher education. England, Perganon Press.

 

Wakefield, J. (1996). Educational psychology: learning to Be a problem solver. Boston: Houghton Mifflin Company.

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