Bruner, J. S. (1959). Learning and thinking. Harvard Educational Review, 29 (3), 184–192.
Chomsky, N. (1959). Review of Skinner (1957). Language, 35, 26-58.
Chomsky, N. (1972). Psychology and ideology. Cognition, 1, 11–46.
Cross, J. J. (1989). A behavioural approach to class and pupil management in the comprehensive school. Educational Psychology in Practice, 4 (4), 198-204.
Crozier, M. J., Huntington, S. P. & Watanuki, J. (1975). The crisis of democracy. Report on the governability of democracies to the Trilateral Commission. New York: New York University Press.
diSessa, A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10 (2-3), 105-225.
Emerson R. W. (1957). Essays: second series (3rd Ed.). Boston: Phillips, Sampson & Co. Erickson, G. (2000). Research programmes and the student science learning literature. In
R. Millar, J. Leach, and J. Osborne (Eds.), Improving Science Education: the Contribution of Research (p. 271-292). Buckingham, UK: Open University Press.
Farenga, S. J. & Ness, D. (2005). Encyclopedia of Education and Human Development. Armonk, NY: M.E. Sharpe.
Foucault, M. (1975). Surveiller et punir. Paris: Gallimard.
Gardner, H. (1991). The Unschooled Mind: How children think and how schools should teach. New York: Basic Books.
Gordon, M., Manulis, J.B. (Producers), & Carter, T. (Director). (1993). Swing Kids [Motion picture]. United States: Hollywood Pictures.
Hammer, D. & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P.
R. Pintrich (Eds.), Personal Epistemology: Th Psychology of Beliefs about Knowledge and Knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum.
Hull, C. L. (1943). Principles of Behavior. New York: Appleton-Century-Crofts.
Jenkins, E. W. (2000). Research in Science Education: Time for a Health Check? Studies in Science Education, 35 (1), 1-25.
Kidd, I. G. (Ed.). (1992). Plutarch: Essays. London and New York: Penguin Books.
Krebs, R. E., (1999). Scientific development and misconceptions through the ages: a reference guide. Westport, CT: Greenwood Press.
Kuhn, T. S. (1996). The structure of scientific revolutions (3rd Ed.). Chicago: University of Chicago (1st Edition 1962).
Lakatos, I. (1978). The Methodology of Scientific Research Programmes: Philosophical Papers
(Vol. 1). Cambridge: Cambridge University Press.
National Research Council. (2000). How people learn. Brain, mind, experience, and school (Extended edition). Washington: National Academies Press.
Norman, D. A. (1993). Things that make us smart. Reading: Addison-Wesley.
Organisation for Economic Co-operation and Development (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. OECD: Paris.
Osborne, J. F. & Dillon, J. (2008). Science Education in Europe. Nuffield Foundation: London. Parkay, F. W. & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights: Allyn
Skinner, B. F. (1948). Walden Two. Indianapolis: Hackett Publishing Company. Skinner, B. F. (1971). Beyond freedom and dignity. New York: Knopf.
Smith, J., diSessa, A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3 (2), 115-163. Taber, K. (2002). Constructivism's new clothes: the trivial, the contingent, and a progressive research programme into the learning of science. Foundations of Chemistry, 8, 189-219.
Tóth, I. (1997). Aristotele e i fondamenti assiomatici della geometria. Prolegomeni alla comprensione dei frammenti non-euclidei nel "Corpus Aristotelicum". Milano: Vita e Pensiero. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press (orig. ed., Myšlenie i reč' Psichologičeskie issledovanija. Gosudarstvennoe Social'noEkonomičeskoe Izdatel'stvo, Moskva-Leningrad, 1934).
Watson, J. B. (1930). Behaviorism. New York: W. W. Norton and Co.
Wheldall, K., Houghton, S., Merrett, F. & Baddeley, A. (1989). The behavioural approach to teaching secondary aged children (BATSAC): two behavioural evaluations of a training package for secondary school teachers in classroom behaviour management. Educational Psychology, 9 (3), 185-196.
Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 (1), 73-87.
|< Zurück||INHALT||Weiter >|