Libros de texto de Química y aprendizaje de los alumnos: pensamiento y prácticas del profesorado
Resumen
Este artículo presenta un estudio empírico sobre el modo en que los profesores de Química en Portugal utilizan el libro de texto en los primeros cursos de esta disciplina. En concreto, se pretende averiguar en qué actividades los profesores experimentados de este nivel de enseñanza recurren al uso del libro de texto de los alumnos. Las actividades consideradas fueron la preparación de las clases, el desarrollo de las mismas, o las tareas para icasa. En total se entrevistó a 82 profesores portugueses del nivel secundario.
Descargas
Citas
ALEXANDER, P. A., y KULIKOWICH, J. M. (1994). Learning from Physics Text: A Synthesis of Recent Research. Journal of Research in Science Teaching, 31, 895-911.
BRIGAS, M. A. F. (1997). Os Manuais Escolares de Química no Ensino Básico Opiniões dos Professores sobre a sua utilização. Tesis de Maestría (no publicada), Universidad de Aveiro.
CACHAPUZ, A. F., MALAQUIAS, I., MARTINS, I., THOMAZ, M., y VASCONCELOS, N. (1989). O ensino-aprendizagem da Física e Química: Resultados globais de um questionário a professores. Universidad de Aveiro, Aveiro.
CACHAPUZ, A. F., MALAQUIAS, I.; MARTINS, I., THOMAZ, M., y COSTA, N. (1991). How chemistry textbooks are used by Secondary School Students, 11th ICCE, 25-30 Agosto, York, Poster 4.60.
CACHAPUZ, A. F., y PRAIA, J. F. (1996). Manuais escolares: que papéis para a escola do séc. XXI, Comunicación Oral en la 1.ª Conferência Nacional Sobre Manuais Escolares, Lisboa, 31 de mayo.
CHIAPPETTA, E. L., SETHNA, G. H., y FILLMAN, D. A. (1993). Do Middle School Life Science Textbooks provide a Balance of Scientific Literacy Themes? Journal of Research in Science Teaching, 30, 787-797.
DALL’AALBA, G., WALSH, E., BOWDEN, J., MARTIN, E., MASTERS, G., RAMSDEN, P., y STEPHANOU, A. (1993). Textbook Treatments and Students’ Understanding of Acceleration. Journal of Research in
Science Teaching, 30, 621-635.
DIGISI, L. L., y WILLETT, J. B. (1995). What High School Biology Teachers say about their Textbook use: A Descriptive Study. Journal of Research in Science Teaching, 32, 123-142.
DILLON, D. R., O’BRIEN, D. G., MOJE, E. B., y STEWART, R. A. (1994). Literacy Learning in Secondary School Science Classrooms: A Cross-Case Analysis of Three Qualitative Studies. Journal of Research in Science Teaching, 31, 345-362.
DREYFUS, A. (1992). Content analysis of school textbooks: the case of a technology - oriented curriculum. International Journal of Science Education, 14, 3-12.
ELTINGE, E. M., y ROBERTS, C. W. (1993). Linguistic Content Analysis: A Method to Measure Science as Inquiry in Textbooks. Journal of Research in Science Teaching, 30, 65-83.
GALLAGHER, J. J. (1991). Prospective and Practicing Secondary School Science Teachers’ Knowledge and Beliefs about the Philosophy of Science. Science Education, 75, 121-133.
GLYNN, S. M., y MUTH, K. D. (1994). Reading and Writing to Learn Science: Achieving Scientific Literacy. Journal of Research in Science Teaching, 31, 1057-1073.
GOTTFRIED, S. S., y KYLE, W. C. (1992). Textbook Use and the Biology Education Desired State. Journal of Research in Science Teaching, 29, 35-49.
GUTIÉRREZ-VÁSQUEZ, J. M. (1993). O Livro de Texto: Alguns critérios para a sua elaboração e avaliação. Aprender, 15, 51-55.
IZQUIERDO, M. y RIVERA, L. (1997). La estructura y la comprensión de los textos de ciencias. Alambique, 11, 24-33.
KOCH, A., y ECKSTEIN, S. (1991). Improvement of reading comprehension of physics texts by students’ question formulation. International Journal of Science Education, 13, 473-485.
KOCH, A., y ECKSTEIN, S. (1995). Skills Needed for Reading Comprehension of Physics Texts and Their Relation to Problem-Solving Ability. Journal of Research in Science Teaching, 32, 613-
MAHAFFY, P. G. (1995). Breathing Life into Chemists -Resuscitating Chemistry with insights from 19th Century Textbooks. Journal of Chemical Education, 72, 767-773.
MERZYN, G., BLEICHROTH, W. y DRAGER, P. (1988). Physics Teachers and Physics Textbooks. En Jurgenschmidt, H. (ed.), Empirical Research in Science and Mathematics Education. ICASE,
-165.
MEYENDORF, G. (1992). Students’ Abilities in working with Chemistry Textbooks. En Schmidt, H. I. (ed.), Empirical Research in Chemistry and Physics Education. ICASE, 75-87.
NORRIS, S. P., y PHILLIPS, L. M. (1994). Interpreting Pragmatic Meaning When Reading Popular Reports of Science. Journal of Research in Science Teaching, 31, 947-967.
OTERO, J. (1997). El conocimiento de la falta de conocimiento de un texto científico. Alambique, 11, 15-22.
PAIXÃO, M. S. (1994). Estudo dos alunos por textos de Química: caracterização e contributos para a formação de professores, Tesis de Maestría (no publicada), Universidad de Aveiro.
PARCERISA ARAN, A. (1996). Materiales curriculares – Cómo elaborarlos, seleccionarlos y usarlos. Barcelona: Editorial Graó.
PUNTAMBEKAR, S. (1995). Helping students learn “how to learn” from texts: towards an ITS for developing metacognition. Instructional Science, 23, 163-182.
ROGIERS, X. (1996). O manual, instrumento de desenvolvimento de competências, Comunicación oral en el I Encontro Internacional sobre Manuais Escolares, Lisboa, 31 de Mayo.
ROQUE, H. (1995). Currículo, programas e manuais escolares... um sobrevoo pela história recente, Rumos, 6, 12-13.
SOARES, F. (1995). Os manuais escolares e o dilema entre a autonomia profissional e a necessidade de instrumentos facilitadores do ensino-aprendizagem. Rumos, 6, 14.
SPIEGEL, D. L., y WRIGHT, J. D. (1984). Biology teachers’ preferences in textbook characteristics. Journal of Reading, 27, 624-628.
STINNER, A. (1992). Science Textbooks and Science Teaching: From Logic to Evidence. Science Education, 76, 1-16.
YORE, L. D. (1991). Secondary Science Teachers’ and Beliefs about Science Reading and Science Textbooks. Journal of Research in Science Teaching, 28, 55-72.