OEI

Está en:
OEI - Programación - CTS+I - Sala de lectura -

Bibliografía sobre educación CTS. Una selección desde la perspectiva de la didáctica de las ciencias

José Antonio Acevedo Díaz 1 y Pilar Acevedo Romero 2

Hacer una selección bibliográfica clasificando las referencias por secciones es una tarea difícil cuyo final nunca acaba de convencer del todo a nadie, incluyendo a los autores. Esto, que es algo general, se agrava en el caso de un ámbito como el de la educación CTS, complejo tanto por los numerosos temas que aborda como por las interrelaciones que le son propias; y todo ello pese a que la selección está limitada por la perspectiva de la didáctica de las ciencias.

Los criterios para establecer las secciones podrían haber sido otros sin duda, p.ej., los trabajos que se centran en el profesorado están distribuidos en los diferentes apartados; además, pocas veces los títulos hacen referencia a una sola dimensión, p.ej., un artículo que trata sobre alumnas y tecnología, podría encajar en la sección de educación tecnológica o en la de ciencia, tecnología y género (se ha optado por esto último). Sin embargo, hemos creído oportuno establecer unas pocas secciones, para poner un mínimo de orden en una selección que supera ampliamente el millar de referencias bibliográficas. Los apartados, que corresponden a dimensiones relevantes de la educación CTS, son los siguientes:

El primer apartado lo componen los trabajos de carácter general y otros de difícil clasificación en las demás secciones, por lo que es el que tiene más títulos. El siguiente incluye las referencias más directas a los proyectos y materiales curriculares CTS y de alfabetización científico-tecnológica. El tercero, que es el que tiene menos aportaciones, se ocupa de la evaluación en educación CTS, un ámbito delicado en el que todavía hay mucho por hacer. La importancia central del objetivo de mejorar la comprensión de la naturaleza de la ciencia en la enseñanza de las ciencias es suficiente razón para incluir un apartado específico. La quinta sección recoge los títulos que abordan qué y cómo introducir aspectos históricos, filosóficos y sociológicos en la enseñanza de las ciencias, así como los que tratan sobre las contribuciones de la Historia, Filosofía y Sociología de la ciencia para dar fundamentos a la didáctica de las ciencias y, muy especialmente, a los enfoques constructivistas que prevalecen en la actualidad. El siguiente apartado podría parecer fuera de lugar desde la perspectiva adoptada de la didáctica de las ciencias. Ahora bien, por un lado, teniendo en cuenta que la ciencia y la tecnología aparecen cada vez más relacionadas, incluso unidas hoy en día en la tecnociencia, y, por otro, las experiencias de enseñanza globalizadas (p.ej., Conocimiento del Medio en la Educación Primaria en España), de integración de la ciencia y la tecnología de acuerdo con los planteamientos educativos CTS, de conexión de la ciencia con la vida cotidiana a través de la tecnología en una enseñanza de las ciencias más contextualizada, o simplemente la ilustración de la ciencia con la tecnología, nos ha hecho optar por su inclusión con bastantes referencias a la educación tecnológica propiamente dicha. La séptima sección aborda brevemente el tema de género, ciencia y tecnología, cuyo origen en la enseñanza de las ciencias se remonta a la preocupación por la menor presencia de las mujeres en muchos estudios científicos y técnicos y su actitud hacia ellos, pero que hoy en día ha superado con mucho esta cuestión inicial.

El listado de las revistas que han permitido elaborar esta selección bibliográfica aparece en el apéndice final. Otras fuentes manejadas han sido tesis y memorias de investigación, algunos libros, los resúmenes, actas y libros resultantes de Congresos, Simposios, Jornadas, Encuentros y Seminarios y el ERIC Document Reproduction Service.

Pedimos disculpa de antemano por los errores que hayan podido deslizarse en las referencias citadas, algo que por experiencia propia y ajena sabemos que es inevitable, pese al cuidado que se ha puesto. La bibliografía resultante debería ser actualizada con cierta periodicidad (p.ej., anual o bianualmente, completándose con otros títulos interesantes que hayan pasado inadvertidos a los autores por omisión o desconocimiento). Confiamos en que esta contribución pueda servir de alguna ayuda a la comunidad iberoamericana interesada por este campo educativo; si es así daremos por bueno el tiempo empleado en su elaboración.

Aspectos generales y otros (322)

ACEVEDO, J.A. (1996a). Cambiando la práctica docente en la enseñanza de las ciencias a través de CTS. Borrador, 13, 26-30.

ACEVEDO, J.A. (1996b). La formación del profesorado de enseñanza secundaria y la educación CTS. Una cuestión problemática. Revista Interuniversitaria de Formación del Profesorado, 26, 131-144.

ACEVEDO, J.A. (1997). Ciencia, Tecnología y Sociedad (CTS). Un enfoque innovador para la enseñanza de las ciencias. Revista de Educación de la Universidad de Granada, 10, 269-275.

ACEVEDO, J.A. (2001a). Cambiando la práctica docente en la enseñanza de las ciencias a través de CTS. Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/acevedo2.htm>. Versión corregida y actualizada de la publicada en Borrador, 13, 26-30, 1996.

ACEVEDO, J.A. (2001b). La formación del profesorado de enseñanza secundaria para la educación CTS. Una cuestión problemática. Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/acevedo9.htm>. Versión corregida y actualizada de la publicada en Revista Interuniversitaria de Formación del Profesorado, 26, 131-144.

ACEVEDO, J.A. (2001c). Una breve revisión de las creencias CTS de los estudiantes. Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/acevedo.htm>.

AGUILAR, T., MARCO, B. y IBÁÑEZ, T. (2000). Alfabetización científica. Nuevos horizontes educativos. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 5-8. Aveiro: Universidade de Aveiro.

AIKENHEAD, G.S. (1985a). Collective decision making in the social context of science. Science Education, 69(4), 453-475.

AIKENHEAD, G.S. (1985b). Collective social decision-making: Implication for teaching science. Bulletin of Science, Technology, and Society, 5(2), 117-129.

AIKENHEAD, G.S. (1985c). Science curricula and social responsibility. En R.W. Bybee (Ed.): Science-Technology-Society. Washington DC: NSTA.

AIKENHEAD, G.S. (1986). Preparing undergraduate science teachers in S/T/S: A course in epistemology and sociology of science. En R.K. James (Ed.): Science, Technology and Society: Resources for Science Educators, pp. 56-64. Columbus, OH: AETS and SMEAC Information Reference Center.

AIKENHEAD, G.S. (1991). Logical Reasoning in Science and Technology. Toronto: Wiley.

AIKENHEAD, G.S. (1992). The integration of STS into Science Education. Theory into Practice, 31(1), 27-35.

AIKENHEAD, G.S. (1994a). A review of research into the outcomes of STS teaching. En K.T. Boersma, K. Kortland y J. Van Trommel (Eds.): Proceedings of the 7th IOSTE Symposium, vol. 1, pp. 13-24. Enschede: National Institute for Curriculum Development.

AIKENHEAD, G.S. (1994b). Consequences to learning science trough STS: A research perspective. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 169-186. New York: Teachers College Press.

AIKENHEAD, G.S. (1994c). Teaching Science through a Science-Technology-Society- Environment Approach: An Instruction Guide. Saskatchewan Instructional Development and Research Unit, Regina University (Saskatchewan), Canadá.

AIKENHEAD, G.S. (1994d). The social contact of science: Implications for teaching science. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 11-20. New York: Teachers College Press.

AIKENHEAD, G.S. (1994e). What is STS science teaching?. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 47-59. New York: Teachers College Press.

AIKENHEAD, G.S. (1997). Student views on the influence of culture on science. International Journal of Science Education, 19(4), 419-428.

ALLCHIN, D. (1999). Values in Science: An Educational Perspective. Science & Education, 8(1), 1-12.

ASSOCIATION FOR SCIENCE EDUCATION (1979). Alternatives for Science Education. A consultative document. ASE, Hatfield, Herts.

ASSOCIATION FOR SCIENCE EDUCATION (1980). What is science? ASE, Hatfield, Herts.

AUBUSSON, P. y WEBB, C. (1992). Teacher belief about learning and teaching in primary science and technology. Research in Science Education, 22(1), 20-29.

BEN-CHAIM, D. y ZOLLER, U. (1991). The STS outlook profiles of Israeli High-School students and their teachers. International Journal of Science Education, 13(4), 447-458.

BINGLE, W.H. y GASKELL, P.J. (1994). Scientific literacy for decision making and the social construction of scientific knowledge. Science Education, 78(2), 185-201.

BORREGUERO, P. y RIVAS, F. (1995). Una aproximación empírica a través de las relaciones Ciencia-Tecnología-Sociedad (CTS) en estudiantes de secundaria y universitarios valencianos. Enseñanza de las Ciencias, 13(3), 363-370.

BRAGAW, D.H. (1992). Society, Technology, and Science: is there room for another imperative? Theory into Practice, 31(1), 4-12.

BRICKHOUSE, N.W., DAGHER, Z.R., LETTS IV, W.J. y SHIPMAN, H.L. (2000). Diversity of Students' Views about Evidence, Theory, and the Interface between Science and Religion in an Astronomy Course. Journal of Research in Science Teaching, 37(4), 340-362.

BRICKHOUSE, N.W., EBERT-MAY, D. y WIER, B.A. (1989). Scientific literacy: Perspectives of school administrators, teachers, students, and scientists from an urban mid-Atlantic community. En A.B. Champagne, B.E. Lovitts y B.J. Callinger (Eds.): This year in school science. Scientific literacy, pp. 157-176. Washington, DC: American Association for the Advancement of Science.

BROUWER, W. (1990). The scientists in society: Perspectives from drama. Bulletin of Science, Technology, and Society, 10(5-6), 259-269.

BRUNKHORST, H.K. (1987). A comparison of student/teacher positions on selected science/ technology/society topics: A preliminary study. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education, vol. 2, pp. 613-625. Kiel: IPN, University of Kiel.

BRUSIC, S.A. (1992). Achieving STS goals through experiential learning. Theory into Practice, 31(1), 44-53.

BUGLIARELLO, G. (1988). STS Perspectives: The Science-Technology-Society Matrix. Bulletin of Science, Technology, and Society, 8(2), 125-126.

BYBEE, R.W. (1984). Global problems and Science Education Policy. En R. Bybee, J. Carlson y A.J. McOrmack (Eds.): Redesigning science and technology education, pp. 60-75. Washington DC: NSTA.

BYBEE, R.W., Ed. (1985a). Science-Technology-Society. Washington DC: NSTA.

BYBEE, R.W. (1985b). The restoration of confidence in science and technology education. School Science and Mathematics, 85(2), 95-108.

BYBEE, R.W. (1985c). The Sisyphean question in science education: What should the scientifically and technologically literate persons know, value and do-as a citizen? En R.W. Bybee (Ed.): Science-Technology-Society, pp. 79-93. Washington DC: NSTA.

BYBEE, R.W. (1986). Science-Technology-Society: An essential theme for science education. En R.K. James (Ed.): Science, Technology and Society: Resources for Science Educators, pp. 3-14. Columbus, OH: AETS and SMEAC Information Reference Center.

BYBEE, R.W. (1987). Science Education and the science-technology-society (S-T-S) theme. Science Education, 71(5), 667-683.

BYBEE, R.W. (1991). Science-Technology-Society in Science Curriculum: The Police-Practice Gap. Theory into Practice, 30(4), 294-302.

BYBEE, R.W. (1995). Achieving Scientific Literacy: Using the National Science Education Standards to Provide Equal Opportunities for All Students to Learn Science. The Science Teacher, 62(7), 28-33.

BYBEE, R.W. (1997a). Achieving Scientific Literacy: From Purposes to Practices. Portsmouth, NH: Heinemann.

BYBEE, R.W. (1997b). Towards an understanding or scientific literacy. En W. Gräber y C. Bolte (Eds.): Scientific Literacy: An International Symposium. Kiel: IPN, University of Kiel.

BYBEE, R.W. y BONNSTETTER, R.J. (1985a). Science, technology, and society: A survey of science teachers. En R.W. Bybee (Ed.): Science-Technology-Society. Washington DC: NSTA.

BYBEE, R.W. y BONNSTETTER, R.J. (1985b). STS: What do teachers think? En R.W. Bybee (Ed.): Science-Technology-Society, pp. 117-127. Washington DC: NSTA.

BYBEE, R.W., CARLSON, J. y McORMACK, A.J., Eds. (1984). Redesigning science and technology education. Washington DC: NSTA.

BYBEE, R.W., HARMS, N., WARD, B. y YAGER, R. (1980). Science, society, and science education. Science Education, 64(3), 377-395.

CAMPANARIO, J.M. (1999). La ciencia que no enseñamos. Enseñanza de las Ciencias, 17, 397-410.

CAMPOS, M.A. (1998). La construcción del conocimiento y el enfoque ciencia-tecnología- sociedad en la enseñanza. Revista Pensamiento Educativo. 24, 77-98.

CARPENA, J. y MOYA, E. (1998). El enfoque sistémico en los estudios "Ciencia, Tecnología y Sociedad". En E. Banet y A. de Pro (Eds.): Investigación e Innovación en la Enseñanza de las Ciencias. Vol I, pp. 45-53. Murcia: DM.

CHALK, R., Ed. (1988). Science, Technology, and Society: emerging relationships. Washington, DC: AAAS.

CHEEK, D.W., Ed. (1992). Thinking constructively about science, technology, and society education. Albany, NY: State University of New York Press.

CHEN, D. y NOVIK, R. (1984). Scientific and technological education in an information society. Science Education, 68(4), 421-426.

CHIAPPETTA, E.L. y MAYS, J.D. (1992). Amplify interests in STS. The Science Teacher, 59(4), 38-41.

COHEN, B.L. (1990). The role of darwinism in environmental decision making. Bulletin of Science, Technology, and Society, 10(5-6), 270-274.

CROSS, R.T. (1993). The Risk of Risks: a challenge and a dilemma for science and technological education. Research in Science & Technological Education, 11(2), 171-183.

CROSS, R.T. (1999). The public understanding of science: implications for education. International Journal of Science Education, 21 (7), 699-702.

CROSS, R.T. y PRICE, R.F. (1997). The Impact of the Science, Technology and Society Movement on Chinese Science Education: An STS Dictionary. Bulletin of Science, Technology, and Society, 17(2-3), 85-93.

CURRAIS, J. y PÉREZ-FROIZ, M. (1993). La enseñanza de la ciencia desde una perspectiva ética. Enseñanza de las Ciencias, nº extra (IV Congreso), 51-52.

CUTCLIFFE, S.H. (1989a). Science, Technology, and Society Studies as an interdisciplinary academic field. Technology in Society, 11(4), 419-425.

CUTCLIFFE, S.H. (1989b). The emergence of STS as an academic field. Research in Philosophy and Technology, 9, 287-301.

CUTCLIFFE, S.H. (1990). Ciencia, tecnología y sociedad: un campo interdisciplinar. En M. Medina y J. Sanmartín (Eds.): Ciencia, Tecnología y Sociedad, pp. 20-41. Barcelona: Anthropos.

DE BOER, G.B. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.

DE HART-HURD, P. (1992). Closing the Educational Gaps between Science, Technology and Society. Bulletin of Science, Technology, and Society, 12(3), 127-135.

DE HART-HURD, P. (1998). Scientific literacy: new minds for a changing world. Science Education, 34, 407-416.

DE VRIES, M.J. (1997). Science, technology and society: a methodological perspective. International Journal of Technology and Design Education, 7, 21-32.

DURBIN, P.T. (1990). STS y STPP: La educación de la próxima generación de profesores e investigadores. En M. Medina y J. Sanmartín (Eds.): Ciencia, Tecnología y Sociedad, pp. 85-94. Barcelona: Anthropos.

EIJKELHOF, H.M.C. (1994). Toward a research base for teaching ionizing radiation in a risk perspective. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 205-215. New York: Teachers College Press.

EIJKELHOF, H.M.C. y KORTLAND, J. (1985). The context of physics education. En G.B. Harrison (Ed.): World Trends in Science and Technology Education. Nottingham: Trent Polytechnic.

EIJKELHOF, H.M.C. y KORTLAND, J. (1988). Broadening the aims of physics education. En P.J. Fensham (Ed.): Development and dilemmas in science education, pp. 282-305. London: Falmer Press.

FAGAN, E. (1987). Webbing curriculum: STS applications. Bulletin of Science, Technology, and Society, 7(1-2), 173-177.

FENSHAM, P.J. (1985). Science for all: A reflective essay. Journal of Curriculum Studies, 17(4), 415-435.

FENSHAM, P.J. (1987a). Changing to a science, society and technology approach. En J.L. Lewis y P.J. Kelly (Eds.): Science and Technology Education and Future Human New York: Pergamon Press.

FENSHAM, P.J. (1987b). Physical Science, Society and Technology: A case study in the sociology of knowledge. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education, vol. 2, pp. 714-723. Kiel: IPN, University of Kiel.

FENSHAM, P.J. (1988a). Approaches to the teaching of STS in Science Education. International Journal of Science Education, 10(4), 346-356.

FENSHAM, P.J., Ed. (1988b). Development and dilemmas in science education. London: Falmer Press.

FENSHAM, P.J. (1992). Science and Technology. En P.W. Jackson (Ed.): Handbook of Research on Curriculum, pp. 789-829. New York: MacMillan.

FENSHAM, P.J. (1995). STS and comparative assessment of scientific theory. Research in Science Education, 25(1), 33-38.

FINSON, K.D. y ENOCHS, L.G. (1987). Student attitudes toward Science-Technology-Society resulting from visitation to a science-technology museum. Journal of Research in Science Teaching, 24(7), 593-609.

FLEMING, R.W. (1984). Social and non-social cognitive structures in decision making in socio-scientific issues: Implications for science-technology-society curricula. Unpublished doctoral dissertation. Berkeley, CA: University of California.

FLEMING, R.W. (1985a). How students respond to social issues in science class. En R.W. Bybee (Ed.): Science-Technology-Society. Washington DC: NSTA.

FLEMING, R.W. (1985b). Student reasoning in socio-scientific issues: Implications for instruction. En R.W. Bybee (Ed.): Science-Technology-Society. Washington DC: NSTA.

FLEMING, R.W. (1986a). Adolescent reasoning in socio-scientific issues, part I: Social cognition. Journal of Research in Science Teaching, 23(8), 677-687.

FLEMING, R.W. (1986b). Adolescent reasoning in socio-scientific issues, part II: Non-social cognition. Journal of Research in Science Teaching, 23(8), 689-698.

FLEMING, R.W. (1987). High-school graduates' beliefs about science-technology-society. II. The interaction among science, technology, and society. Science Education, 71(2), 163-186.

FOLTZ, F. y ROY, R. (1991). Postsecondary science for nonscientists: STS, the new approach to the largest population. En S.K. Majumdar et al. (Eds.): Science Education in the United States: Issues, Crises and Priorities, pp. 209-229. Easton, PA: The Pennsiylvania Academy of Science.

FOUREZ, G.M. (1988). Ideologies and Science Teaching. Bulletin of Science, Technology, and Society, 8, 269-277.

FOUREZ, G.M. (1995). El movimiento ciencia, tecnología, sociedad (CTS) y la enseñanza de las ciencias. Perspectivas, 1, 27-40.

FOUREZ, G.M., ENGLEBERT-LECOMTE, V., GROOTAERS, D., MATHY, P. y TILMAN, F. (1994). Alphabetisation scientiphique et technique. Bruxelles: De Boeck Université. Traducción castellana (1997): Alfabetización científica y tecnológica. Buenos Aires: Ed. Colihue.

FRATESCHI, S.L. (1998). Estudio acerca de los efectos de actividades de actualización en CTS. En E. Banet y A. de Pro (Eds.): Investigación e Innovación en la Enseñanza de las Ciencias, Vol I, pp. 60-64. Murcia: DM.

FULLER, S. (1997). Constructing the High Church-Low Church Distinction in STS Textbooks. Bulletin of Science, Technology, and Society, 17(4), 181-183.

FURIÓ, C. y VILCHES, A. (1997). Las actitudes del alumnado hacia las ciencias y las relaciones ciencia, tecnología y sociedad. En L. del Carmen (Coord.): La enseñanza y el aprendizaje de las ciencias de la naturaleza en la Educación Secundaria, pp. 47-71. Barcelona: ICE UB/Horsori.

GALLAGHER, J.J. (1984). Educating high school teachers to instruct effectively in science and technology. En R. Bybee, J. Carlson y A.J. McOrmack (Eds.): Redesigning science and technology education. Washington DC: NSTA.

GARCÍA-PALACIOS, E.M., GONZÁLEZ-GALBARTE, J.C., LÓPEZ-CEREZO, J.A., LUJÁN, J.L., MARTÍN-GORDILLO, M., OSORIO, C. y VALDÉS, C. (2001). Ciencia, Tecnología y Sociedad: una aproximación conceptual. Madrid: OEI.

GARDNER, P.L. (1994). Representations of the relationship between science and technology in the curriculum. Studies in Science Education, 24, 1-28.

GARDNER, P.L. (1999). The representation of science-technology relationships in Canadian physics textbooks. International Journal of Science Education, 21(3), 329-347.

GARRITZ, A. (1994). El enfoque Ciencia-Tecnología-Sociedad en la enseñanza. Proceedings International Conference "Science and Mathematics Education for the 21 st. Century: Towards innovatory approaches". Universidad de Concepción, Chile.

GARRITZ, A. (1995). El enfoque ciencia-tecnología-sociedad en la enseñanza. Tarbiya, 9, 83-94.

GASKELL, P.J. (1982). Science, Technology and Society: Issues for Science Teachers. Studies in Science Education, 9, 33-46.

GIBBONS, M. y GUMMETT, P., Eds. (1984). Science, Technology and Society Today. Manchester: Manchester University Press.

GIL, D. (1998). El papel de la educación ante las transformaciones científico-tecnológicas. Revista Iberoamericana de Educación, 18, 69-90.

GIL, D., GAVIDIA, V., VILCHES, A., AMBROSIO, T., OLIVEIRA, T. y MALHEIRO, M. (1999). Lisboa 1998. Un punto de inflexión en la orientación de las grandes exposiciones internacionales: del optimismo desarrollista a la reflexión sobre los problemas del planeta. Revista Iberoamericana de Educación, 19, 271-290.

GIL, D., GAVIDIA, V., VILCHES, A. y EDWARDS M. (1999). Visiones de los profesores de ciencias sobre las problemáticas a las que la comunidad científica y la sociedad deberían prestar una atención prioritaria. Didáctica de las Ciencias Experimentales y Sociales, 13, 81-97.

GIL, D., GAVIDIA, V., VILCHES, A. y MARTÍNEZ-TORREGROSA, J. (1998). La educación científica y las transformaciones científico-tecnológicas. Didáctica de las Ciencias Experimentales y Sociales, 12, 43-63.

GIL, D., V. y VILCHES, A. (2001). Una alfabetización científica para el siglo XXI. Obstáculos y propuestas de actuación. Investigación en la Escuela, 43, 27-37.

GIL, D., V., VILCHES, A., ASTABURUAGA, R. y EDWARDS M. (1999). La transformación de las concepciones docentes sobre la situación del mundo: un problema educativo de primera magnitud. Revista Pensamiento Educativo, 24, 131-164.

GIL, D., V., VILCHES, A., ASTABURUAGA, R. y EDWARDS M. (2000). La atención a la situación del mundo en la educación de los futuros ciudadanos y ciudadanas. Investigación en la Escuela, 40, 39-56.

GONZÁLEZ-GARCÍA, F.J. y PRIETO, T. (1997). Influencia de la formación inicial de los futuros profesores de secundaria en la selección de temas Ciencia-Tecnología-Sociedad. En R. Jiménez y A. Wamba (Eds.): Avances en la Didáctica de las Ciencias Experimentales, pp. 340-348. Huelva: Servicio de Publicaciones de la Universidad de Huelva.

GONZÁLEZ-GARCÍA, F.J. y PRIETO, M.T. (1998). Educar para la democracia. La Ciencia-Tecnología-Sociedad. Investigación en la Escuela, 34, 59-67.

GRÄBER, W. y BOLTE, C. (Eds.): Scientific Literacy: An International Symposium. Kiel: IPN, University of Kiel.

HADJILAMBRINOS, C. (1990). Nuclear power as an ethical issue: Utilitarian ethics and egalitarian responses. Bulletin of Science, Technology, and Society, 10(5-6), 282-289.

HALL, W.C. (1985). Science/Technology/Society education. Reasons for current interest and problems to overcome. En G.B. Harrison (Ed.): World Trends in Science and Technology Education. Nottingham: Trent Polytechnic.

HANRAHAN, M. (1999). Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing. Journal of Research in Science Teaching, 36(7), 699-717.

HARDY, T. (1992). Adult experiences of science and technology in everyday life: some educational implications. Research in Science Education, 22, 178-187.

HART, E.P. Y ROBOTTOM, L.M. (1990). The Science-Technology-Society Movement in Science Education: A critique of the reform process. Journal of Research in Science Teaching, 27(6), 575-588.

HEATH, P.A. (1992). Organizing for STS teaching and learning: the doing of STS. Theory into Practice, 31(1), 52-58.

HICKMAN, F.M. (1986). Promoting interdisciplinary S/T/S approaches to science teacher education. En R.K. James (Ed.): Science, Technology and Society: Resources for Science Educators, pp. 92-100. Columbus, OH: AETS and SMEAC Information Reference Center.

HICKMAN, F.M., PATRICK, J. y BYBEE, R. (1987). A Curriculum Framework for STS. Boulder: Social Science Education Consortium.

HODSON, D. y REID, D.J. (1988). Science for All. A Curriculum Developer' s Checklist. School Science Review, 69, 821-826.

HOFSTEIN, A. (1987). Industrial chemistry as a method to teach the link between science, society, and technology. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education. Kiel: IPN, University of Kiel.

HOFSTEIN, A., AIKENHEAD, G. y RIQUARTS, K. (1988). Discussions over STS at the Fourth IOSTE Symposium. International Journal of Science Education, 10(4), 357-366.

HOFSTEIN, A. y YAGER, R. (1982). Societal issues as organizers for science education in the 80s. School Science and Mathematics, 82(7), 539-547.

HOLMAN, J.S. (1988). Science-Technology-Society Education. International Journal of Science Education, 10(4), 343-345.

HURD, P.D. (1991). Closing the educational gaps between science, technology, and society. Theory into Practice, 30(4), 251-259.

IRWIN, A. (1995). Citizen Science. Londres: Routledge.

JAMES, R.K., Ed. (1986). Science, Technology and Society: Resources for Science Educators. Columbus, OH: AETS and SMEAC Information Reference Center.

JENKINS, E.W. (1992). Public understanding of science and science education for action. Journal of Curriculum Studies, 26(6), 601-611.

JENKINS, E.W. (1997a). Scientific and technological literacy for citizenship: What can we learn from research and other evidence? En S. Sjoberg y E. Kallerud (Eds.): Science, technology and citizenship. The public understanding of science and technology in Science Education and research policy, pp. 29-50. Oslo: NIFU.

JENKINS, E.W. (1997b). Towards a functional public understanding of science. En R. Levinson y J. Thomas. (Eds.): Science Today: Problems or Crisis?, 137-150. Londres: Routledge.

JENKINS, E.W. (1999a). Comprensión pública de la ciencia y enseñanza de la ciencia para la acción. Revista de Estudios del Currículum, 2(2), 7-22.

JENKINS, E.W. (1999b). School science, citizenship and the public understanding of science. International Journal of Science Education, 20(6), 703-710.

JONES, A.T. (1988). Classroom perceptions of physics and the introduction of technological applications. Unpublished DPhil Thesis, University of Waikato, New Zealand.

KLAG, P. y DAUGS, D. (1994). STS as an organizing principle in elementary teacher preparation: unified studies. Bulletin of Science, Technology, and Society, 14(1), 33-36.

KORTLAND, J. (1992). STS in Secondary Education: Trends and issues. Paper presented at the International Conference Science and Technology Studies in Research and Education, Barcelona.

KOUL, R. y DANA, T.M. (1997). Contextualized Science for Teaching Science and Technology. Interchange, 28 (2-3), 121-44.

KOVAC, J. (1999). Professional Ethics in the College and University Science Curriculum. Science & Education, 8(3), 309-319.

KOWAL, J. (1991). Science, technology and human values: A curricular approach. Theory into Practice, 30(4), 267-272.

KRANZBERG, M. (1991). STS: It' s as simple as xyz. Theory into Practice, 30(4), 234-241.

KROMHOUT, R. y GOOD, R. (1983). Beware of societal issues as organizers for science education. School Science and Mathematics, 83(8), 647-650.

KUMAR, D.D. (1990). Science for democracy: Communicating science for knowledge equity. Bulletin of Science, Technology, and Society, 10(5-6), 290-292.

KUMAR, D.D. (1994). STS implementation: what does it say? Bulletin of Science, Technology, and Society, 14(5-6), 284-286.

KUMAR, D.D. y BERLIN, D.F. (1992). Towards a Model for STS Education: Recommendations for Research. Bulletin of Science, Technology, and Society, 12(3), 136-137.

LA TORRE, A. y SANFÉLIX, F. (2000). Alfabetización científico-tecnológica en estudiante de secundaria y universidad: un análisis experimental. Enseñanza de las Ciencias, 18(2), 55-69.

LAUGKSCH, R.C. (2000). Scientific Literacy: A Conceptual Overview. Science Education, 84(1), 71-94.

LAYTON, D. (1994a). A school subject in the making? The search for fundamental. En D. Layton (Ed.): Innovation in science and technology education. Vol. V, 11-28. París: UNESCO.

LAYTON, D. (1994b). STS in the school curriculum: A movement overtaken by history? En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 32-44. New York: Teachers College Press.

LAYTON, D., DAVY, A. y JENKINS, E.W. (1986). Science for specific social purposes (SSSP): Perspectives on adult scientific literacy. Studies in Science Education, 13, 27-52.

LAYTON, D., JENKINS, E.W., MACGILL, S. y DAVEY, A. (1993). Inarticulate science? Perspectives on the public understanding of science and some implications for science education. Driffield: Studies in Education.

LAYTON, E.T. (1986). Empowerment of people: The educational challenge of science for specific social purposes (SSSP). Bulletin of Science, Technology, and Society, 6(2), 210-218.

LEE, O. (1997). Scientific Literacy for All: What Is It, and How Can We Achieve It?. Journal of Research in Science Teaching, 34(3), 219-222.

LEWIS, J.L. (1987). Teaching the relevance of science for society. En J.L. Lewis y P.J. Kelly (Eds.): Science and Technology Education and Future Human Needs. New York: Pergamon Press.

LEWIS, J.L. y KELLY, P.J. (1987). Science and Technology Education and Future Human Needs. Oxford: Pergamon Press.

LOPESINO, C., MARÍN, J.A. y CARPENA, J. (2001). ¿Qué piensan nuestros alumnos sobre el control social de la ciencia y la tecnología? En M. Martín Sánchez y J.G. Morcillo (Eds.): Reflexiones sobre la Didáctica de las Ciencias Experimentales, pp. 511-516. Madrid: Nivola.

LÓPEZ-CEREZO, J.A. (1997). Ciencia, Tecnología y Sociedad. Crítica académica y enseñanza crítica. Signos, 20, 74-81.

LÓPEZ-CEREZO, J.A. (1998). Ciencia, Tecnología y Sociedad: el estado de la cuestión en Europa y Estados Unidos. Revista Iberoamericana de Educación, 18, 41-68.

LÓPEZ-CEREZO, J.A. (1999). Los estudios de ciencia, tecnología y sociedad. Revista Iberoamericana de Educación, 20, 217-225.

LUCAS, A.M. (1983). Scientific literacy and informal learning. Studies in Science Education, 10, 1-36.

LUCAS, A.M. (1994). STS beyond school: Public perceptions and sources of knowledge. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 111-199. New York: Teachers College Press.

LUFFIEGO, M. y RABADÁN, J.M. (2000). La evolución del concepto de sostenibilidad y su introducción en la enseñanza. Enseñanza de las Ciencias, 18(3), 473-486.

LUJÁN, J.L. y LÓPEZ-CEREZO, J.A. (1996). Educación CTS en acción: Enseñanza Secundaria y Universidad. En M.I. González-García et al. (Eds.): Ciencia, Tecnología y Sociedad. Una introducción al estudio social de la ciencia y la tecnología, pp. 225-252. Madrid: Tecnos.

MANASSERO, M.A. y VÁZQUEZ, A. (1998). Opinions sobre Ciència, Tecnologia i Societat. Palma de Mallorca: Conselleria d' Educació, Cultura i Esports, Govern Balear.

MANASSERO, M.A. y VÁZQUEZ, A. (1999). Actitudes hacia la influencia de la sociedad en la ciencia y la tecnología. Arbor, 637, 45-72.

MANASSERO, M.A. y VÁZQUEZ, A. (2001a). Opiniones sobre las relaciones entre Ciencia, Tecnología y Sociedad. Tarbiya, 27, 27-56.

MANASSERO, M.A. y VÁZQUEZ, A. (2001b). Percepción de los estudiantes sobre la influencia de la ciencia escolar en la sociedad. Bordón, 53(1).

MARCO, B. (2000). La alfabetización científica. En F. Perales y P. Cañal (Dir.): Didáctica de las Ciencias Experimentales, pp. 141-164. Alcoy: Marfil.

MARKER, G.W. (1992). Integrating Science-Technology-Society into Social Studies Education. Theory into Practice, 31(1), 20-26.

MAY, W.T. (1992). What are the subjects of STS-really? Theory into Practice, 31(1), 73-82.

McCOMAS, W.F., BLUNCK, S.M., McARTHUR, J.M. y BROCKMEYER, M.A. (1992). Changing the focus: fostering the development of Science, Technology, and Society programs in Schools. Bulletin of Science, Technology, and Society, 12(6), 294-298.

McCONNELL, M.C. (1982). Teaching about science, technology and society at the secondary school level in the United States. An educational dilemma for the 1980s. Studies in Science Education, 9, 1-32.

McFADDEN, C.P. (1991). Towards an STS school curriculum. Science Education, 75(4), 457-469.

McGINN, R.E. (1991). Science, Technology, and Society. Englewood Cliffs, NJ: Prentice-Hall.

MEMBIELA, P. (1995). Ciencia-Tecnología-Sociedad en la enseñanza de las Ciencias Experimentales. Alambique, 3, 7-11.

MEMBIELA, P. (1997a). Alfabetización científica y ciencia para todos en la educación obligatoria. Alambique, 13, 37-44.

MEMBIELA, P. (1997b). Una revisión del movimiento educativo Ciencia-Tecnología-Sociedad. Enseñanza de las Ciencias, 15(1), 51-57.

MEMBIELA, P. (1998). Los enfoques multiculturales en la enseñanza de las Ciencias Experimentales. Resúmenes de los XVIII Encuentros de Didáctica de las Ciencias Experimentales, pp. 173-174. La Coruña.

MERRYFIELD, N.M. (1991). STS and global perspectives. Theory into Practice, 30(4), 288-293.

MILLAR, R. y WYNNE, B. (1988). Public understanding of science: From contents to processes. International Journal of Science Education, 10(4), 388-398.

MORENO, M. (1994). Problemática científica y problemática social en la enseñanza. Aula de Innovación Educativa, 27, 9-12.

MORRIS, R.W., Ed. (1983). Science and Technology Education and National Development. París: UNESCO.

MYERS, L.H. (1988). Analysis of student outcomes in ninth grade physical science taught with a science/technology/society focus versus one taught with a textbook orientation. Unpublished doctoral dissertation. The University of Iowa, IA.

NATIONAL SCIENCE TEACHERS ASSOCIATION (1982). Science-technology-society: Science Education for the 1980s. Washington DC: NSTA.

NATIONAL SCIENCE TEACHERS ASSOCIATION (1991). Science-technology-society: A new effort for providing appropriate science for all. Washington DC: NSTA.

NUNES, M.R.C. y PEREIRA, M.P. (2000). Ci_ncia e Tecnologia - Que relaç_o entre elas. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência- Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 103-112. Aveiro: Universidade de Aveiro.

OGUNNIYI, M.B. (1995). Nature of Worldview Presuppositions among Science Teachers in Botswana, Indonesia, Japan, Nigeria, and the Philippines. Journal of Research in Science Teaching, 32(8), 817-831.

ORO, L.A. (1997). Ciencia, tecnología y química. Educación Abierta, 132, 11-38.

OSORIO, C.M. (2000). Una experiencia de formación en Ciencia, Tecnología y Sociedad para maestros de educación básica y media. Sala de Lecturas CTS+I de la OEI. <http://www.campus- oei.org/salactsi/osorio1.htm>.

OST, D.H. (1985). Social implications of science and technology. En R.W. Bybee (Ed.): Science-Technology-Society. Washington DC: NSTA.

PARDO, V. (1992). Ciencia/Tecnología/Sociedad (C/T/S). Un enfoque actual para la enseñanza de las ciencias experimentales. Revista Interuniversitaria de Formación del Profesorado, 14, 37-46.

PEDRETTI, E. (1992). Science, Technology and Society Education in Ontario: "Science in Society" from a teacher's perspective. En S. Hills (Ed.): Proceedings of the Second International Conference on the History and Philosophy of Science and Science Teaching, pp. 245-255. Ontario Queen's University, Kingston.

PEDRETTI, E. y HODSON, D. (1995). From rethoric to action: Implementing STS Education through action research. Journal of Research in Science Teaching, 32(5), 463-485.

PENICK, J.E. (1985). A brief look at some outstanding science, technology, society programs. En R. Bybee (Ed.): Science-Technology-Society. Washington DC: NSTA.

PENICK, J.E. y MEINHARD, R., Eds. (1983). Focus on excellence: science/ technology/society. Washington DC: NSTA.

PEÑA, M., Ed. (1990). Educación en Ciencia, Tecnología y Sociedad: Teoría y Práctica. Puerto Rico: National STS Network, Universidad de Puerto Rico.

PEÑA, M. y WAKS, L. (1990). Temas e "issues" CTS: algunas herramientas conceptuales. En M. Peña (Ed.): Educación en Ciencia, Tecnología y Sociedad: Teoría y Práctica, pp. 39-42. Puerto Rico: National STS Network, Universidad de Puerto Rico.

PESSOA DE CARVALHO, A.M. e INFANTOSI, A. (1999). A relação ciência, tecnologia e sociedade na formação de professores. Revista Pensamiento Educativo, 24, 165-199.

PETRINA, S. y VOLK, K.S. (1992). Policy Making Processes and the Delphi Technique in STS Curricula: A Case Study Examining Energy Issues. Bulletin of Science, Technology, and Society, 12(6), 299-303.

PIEL, E.P. (1981). Interaction of science, technology, and society in secondary schools. En N. Harms y R. Yager (Eds.): What research says to the science teacher, Vol. 3, pp. 94-112. Washington, DC: NSTA.

POLO, F. y LÓPEZ-CANCIO, J.A. (1987). Los científicos y sus actitudes políticas ante los problemas de nuestro tiempo. Enseñanza de las Ciencias, 5(2), 149-156.

PRAIA, J., GIL-PÉREZ, D. y EDWARDS, M. (2000). Percepç_es de professores de ci_ncias portugueses e espanhóis da situaç_o do mundo. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 147-160. Aveiro: Universidade de Aveiro.

PREWITT, P. (1986). Issue Investigation and Action Skills: Necessary Components of Pre-college STS Education. Bulletin of Science, Technology, and Society, 6(2-3), 104-107.

PRIETO, T. (1998). Aportaciones de la Didáctica de las Ciencias a las materias transversales de los curricula de enseñanza. La Ciencia-Tecnología-Sociedad. En M.A. Jiménez López (Coord.): Didáctica de las ciencias y transversalidad, pp. 109-113. Málaga: Universidad de Málaga.

PRIETO, T. y GONZÁLEZ-GARCÍA, F. (1998). Consideraciones para un estudio de las creencias de los futuros profesores sobre Ciencia-Tecnología y su enseñanza-aprendizaje. En M.A. Jiménez López (Coord.): Didáctica de las ciencias y transversalidad, pp. 125-130. Málaga: Universidad de Málaga.

PRIETO, T., GONZÁLEZ, F.J. y ESPAÑA, E. (2000). Las relaciones CTS en la enseñanza de las ciencias y la formación del profesorado. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 161-169. Aveiro: Universidade de Aveiro.

QUINTANILLA, M.A. y SÁNCHEZ RON, J.M. (1997). Ciencia Tecnología y Sociedad. Madrid: Santillana.

RAMSEY, J. (1993a). A survey of the perceived needs of Houston-Area Middle School Science Teachers concerning STS goals, curricula, In-Service, and related content. School Science and Mathematics, 93(2), 86-91.

RAMSEY, J. (1993b). The Science Education Reform Movement: implications for social responsability. Science Education, 77(2), 235-258.

RATCLIFFE, M. (1997). Pupil decision-making about socio-scientific issues within the science curriculum. International Journal of Science Education, 19(2), 167-182.

REAVEN, S.J. (1988). Using Science and Technology News Issues to Develop Scientific and Quantitative Literacy. Bulletin of Science, Technology, and Society, 8(3), 265-268.

RIBELLES, R., SOLBES, J. y VILCHES, A. (1995). Las interacciones CTS en la enseñanza de las Ciencias. Análisis comparativo de la situación para la Física y Química y la Biología y la Geología. Comunicación, Lenguaje y Educación, 28, 135-143.

RIQUARTS, K., Ed. (1987). Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education. Kiel: IPN, University of Kiel.

ROSENTHAL, D.B. (1993). Images of scientists: A comparison of Biology and Liberal Studies Majors. School Science and Mathematics, 93(4), 212-216.

ROTHON, J. (1990) An Investigation of Science-Technology-Society Education Perceptions of Secondary Science Teachers in Tennesse. School Science and Mathematics, 90(5), 383-395.

ROTHON, J. y PAFFORD, W.N. (1990). Training in Service Teachers for Improved Skills in Science and Technology Education. Bulletin of Science, Technology, and Society, 10(5-6), 305-309.

ROY, R. (1988). STS: Re-inventing the University within the multi-versity. Bulletin of Science, Technology, and Society, 8(5), 253-254.

ROY, R. y LERNER, J. (1983). The status of STS activities at U.S. universities. Bulletin of Science, Technology, and Society, 3(5), 417-432.

ROY, R. y WAKS, L. (1990). El ABC de Ciencia, Tecnología y Sociedad. En M. Peña (Ed.): Educación en Ciencia, Tecnología y Sociedad: Teoría y Práctica, pp. 1-6. Puerto Rico: National STS Network, Universidad de Puerto Rico.

RUBBA, P.A. (1986). Issue investigation and action skills: Necessary components of precollege STS education. Bulletin of Science, Technology, and Society, 6(2), 301-307.

RUBBA, P.A. (1987a). Perspectives on science-technology-society instruction. School Science and Mathematics, 87(3), 181-186.

RUBBA, P.A. (1987b). The current state of research in precollege STS education: A position paper. Bulletin of Science, Technology, and Society, 7(1), 248-252.

RUBBA, P.A. (1989). An investigation of the semantic meaning assigned to concepts affiliated with STS education and STS instructional practices among a sample of exemplary science teachers. Journal of Research in Science Teaching, 26(8), 687-702.

RUBBA, P.A. (1991). Integrating STS into school science and teacher education: beyond awareness. Theory into Practice, 30(4), 303-315.

RUBBA, P.A. (1992). Reflections on science teacher development and enhancement in STS education. En M.O. Thirunarayanan (Ed.): Handbook of Science, Technology and Society Resources. Vol I: A Theoretical and Conceptual Overview of Science, Technology and Science Education, pp. 86-93. Tempe, AZ: College of Education, Arizona State University.

RUBBA, P.A., McGUYER, M., WAHLUND, T. (1991). The effects of infusing STS vignettes into the genetics unit of biology on learner outcomes in STS and genetics: A report on two investigations. Journal of Research in Science Teaching, 28(6), 537-552.

RUBBA, P.A. y WIESENMAYER, R.L. (1985). A goal structure for precollege STS education: a proposal based upon literature in environmental education. Bulletin of Science, Technology, and Society, 5(6), 573-580.

RUBBA, P.A. y WIESENMAYER, R. (1991). A study of the qualities teachers recommend in STS issue investigation and action instructional materials. Bulletin of Science, Technology, and Society, 11(4), 212-219.

RUTHERFORD, F.J. (1988). STS Perspectives: STS Here Today and...? Bulletin of Science, Technology, and Society, 8(2),126-127.

RYAN, A.G. (1987). High-school graduates' beliefs about science-technology-society. IV. The characteristics of scientists. Science Education, 71(4), 489-510.

RYAN, A.G. (1990). "Plus ça change": los efectos de la región, número de asignaturas de ciencias cursadas y sexo sobre la opinión de los estudiantes canadienses en cuestiones de ciencia, técnica y sociedad. Enseñanza de las Ciencias, 8(1), 3-10.

SÁEZ, M.J., Ed. (1998). La cultura científica, un reto educativo. Madrid: La Muralla.

SÁEZ, M.J. y CARRETERO, A.J. (1996). La interacción entre ciencias y tecnología en la educación secundaria. Revista de Educación, 310, 43-62.

SÁEZ, M.J., NIÑO, A.G., PADILLA, Y. y CARRETERO, A.J. (2000). La introducción de la biotecnología en la enseñanza exige un planteamiento CTS. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 171-181. Aveiro: Universidade de Aveiro.

SÁEZ, M.J. y RIQUARTS, K. (1996). El desarrollo sostenible y el futuro de la enseñanza de las ciencias. Enseñanza de las Ciencias, 14(2), 175-182.

SANMARTÍN, J. y LUJÁN, J.L. (1992). Educación en ciencia, tecnología y sociedad. En J. Sanmartín et al. (Eds.): Estudios sobre sociedad y tecnología, pp. 67-8. Barcelona: Anthropos.

SCHARMANN, L.C. y McLELLAN, H. (1992). Enhancing Science-Technology-Society (STS) instruction: an examination of teacher goal orientations. School Science and Mathematics, 92(5), 249-252.

SCHIBECI, R.A. (1990). Public knowledge and perception of science and technology. Bulletin of Science, Technology, and Society, 10(2), 86-92.

SCHIBECI, R.A. y SORENSON, I. (1983). Elementary school children's perceptions of scientists. School Science and Mathematics, 83(1), 14-20.

SCHONEWEG-BRADFORD, C.S., RUBBA, P.A. y HARKNESS, W.L. (1995). Views about Science-Technology-Society interactions held by college students in General Education Physics and STS courses. Science Education, 79(4), 355-373.

SELAS, J.M. (2000). Los informes sobre el medio ambiente como ayuda a las clases de ciencia, tecnología y sociedad. Resúmenes de los XIX Encuentros de Didáctica de las Ciencias Experimentales, p. 20. Madrid.

SERRANO, T. (1987). La imagen de los científicos en los alumnos al finalizar el ciclo medio. Madrid: Documentos IEPS.

SJØBERG, S. (1997). Scientific literacy and school science. Arguments and second thoughts. En S. Sjoberg y E. Kallerud (Eds.): Science, technology and citizenship. The public understanding of science and technology in Science Education and research policy, pp. 9-28. Oslo: NIFU.

SNOW, R.E. (1987). Core concepts for science and technology literacy. Bulletin of Science, Technology, and Society, 7(5-6), 720-729.

SOLBES, J. y VILCHES, A. (1989). Interacciones Ciencia/Técnica/Sociedad: Un instrumento de cambio actitudinal. Enseñanza de las Ciencias, 7(1), 14-20.

SOLBES, J. y VILCHES, A. (1992). El modelo constructivista y las relaciones Ciencia/Técnica/ Sociedad (C/T/S). Enseñanza de las Ciencias, 10(2), 181-186.

SOLBES, J. y VILCHES, A. (1993). El modelo de enseñanza por investigación y las relaciones C/T/S. Resultados de una experiencia llevada a cabo con alumnos de BUP y COU. Enseñanza de las Ciencias, nº extra (IV Congreso), 133-134.

SOLBES, J. y VILCHES, A. (1995). El profesorado y las actividades CTS. Alambique, 3, 30-38.

SOLBES, J. y VILCHES, A. (1997a). Las interacciones CTS en los nuevos textos de la Enseñanza Secundaria. Enseñanza de las Ciencias, nº extra (V Congreso), 499-500.

SOLBES, J. y VILCHES, A. (1997b). Las interacciones CTS en los nuevos textos de la Enseñanza Secundaria. En E. Banet y A. de Pro (Eds.): Investigación e Innovación en la Enseñanza de las Ciencias. Vol I, pp. 142-147. Murcia: DM.

SOLBES, J. y VILCHES, A. (1997c). STS interactions and the teaching of Physics and Chemistry. Science Education, 81(4), 377-386.

SOLBES, J. y VILCHES, A. (2000). Finalidades de la educación científica y relaciones CTS. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 207-217. Aveiro: Universidade de Aveiro.

SOLOMON, J. (1987). Research on students' reactions to the STS issues. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education. Kiel: IPN, University of Kiel.

SOLOMON, J. (1988a). Science, technology and society courses: tools for thinking about social issues. International Journal of Science Education, 10(4), 379-387.

SOLOMON, J. (1988b). The dilemma of Science, Technology and Society Education. En P.J. Fensham (Ed.): Development and dilemmas in Science Education, pp. 266-281. London: Falmer Press.

SOLOMON, J. (1989a). Discussing nuclear power. Physics Education, 24(6), 344-347.

SOLOMON, J. (1989b). The social construction of school science. En R. Millar (Ed.): Doing Science: Images of Science in Science Education, pp. 126-136. London: Falmer Press.

SOLOMON, J. (1990). The discussion of social issues in the science classroom. Studies in Science Education, 18, 105-126.

SOLOMON, J. (1991). Group discussions in the classroom. School Science Review, 72, 29-34.

SOLOMON, J. (1992). The classroom discussion of science-based social issues presented on television: knowledge, attitudes and values. International Journal of Science Education, 14(4), 431-444.

SOLOMON, J. (1993). Teaching Science, Technology and Society. Buckingham: Open University Press.

SOLOMON, J. y AIKENHEAD, G.S. (1994). STS Education: International Perspectives on Reform. New York: Teachers College Press.

SOLSONA, N. (1999). Un modelo para la instrumentación didáctica del enfoque ciencia-tecnología-sociedad. Revista Pensamiento Educativo. 24, 57-76.

STEFFE, L.P. y GALE, J., Eds. (1995): Constructivism in education. Hillsdale, NJ: Erlbaum.

STEINBERGER, E.H. (1987). A method for teaching science, technology, society issues in introductory high school and college chemistry. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education. Kiel: IPN, University of Kiel.

SUTZ, J. (1998). Ciencia, tecnología y sociedad: argumentos y elementos para una innovación curricular. Revista Iberoamericana de Educación, 18, 145-169.

SWARTZ, S.D. y RUBBA, P.A. (1994). Science coordinators' views of Science-Technology-Society Education. Bulletin of Science, Technology, and Society, 14(3), 144-149.

TAL, R.T., DORI, Y.J., KEINY, S. y ZOLLER, U. (2001). Assessing conceptual change of teachers involved in STES education and curriculum development - the STEMS project approach. International Journal of Science Education, 23(3), 247-262.

THIRUNARAYANAN, M.O., Ed. (1992a). Handbook of Science, Technology and Society Resources. Vol I: A Theoretical and Conceptual Overview of Science, Technology and Science Education. Tempe, AZ: College of Education, Arizona State University.

THIRUNARAYANAN, M.O., Ed. (1992b). Handbook of Science, Technology and Society Resources. Vol II: STS in Action in the Classroom. Tempe, AZ: College of Education, Arizona State University.

UNESCO (1986). The social relevance of science and technology education. Science and Technology Education Document Series, 18. París: UNESCO.

UNESCO (1990). The teaching of science and technology in an interdisciplinary context. Science and Technology Education Document Series, 38. París: UNESCO.

VAN EIJNDHOVEN, J. (1987). STS programs for ungraduate science students: An essential tension between science and social studies of science. Bulletin of Science, Technology, and Society, 7(5-6), 840-843.

VÁZQUEZ, A. (1995). Implicaciones sociales de la ciencia: la opinión de los estudiantes. Revista Española de Física, 9(4), 18-23.

VÁZQUEZ, A. (1999). Innovando la enseñanza de las ciencias: El movimiento Ciencia-Tecnología-Sociedad. Boletín del Colegio de Doctores y Licenciados de Baleares, mayo, 25-35.

VÁZQUEZ, A. y MANASSERO, M.A. (1994). Students' opinions on science, technology, society in Spain. En K. Boersma, K.T. Kortland y J. Van Trommel (Eds): Proceedings of the 7th IOSTE Symposium, vol. 3, pp. 893-900. Enschede: National Institute for Curriculum Development.

VÁZQUEZ, A. y MANASSERO, M.A. (1995a). Actitudes hacia la ciencia y sus relaciones con la tecnología y la sociedad en alumnos de todos los niveles educativos. Memoria de investigación. Madrid: Ministerio de Educación y Cultura.

VÁZQUEZ, A. y MANASSERO, M.A. (1995b). Actitudes relacionadas con la ciencia: una revisión conceptual. Enseñanza de las ciencias, 13(3), 337-346.

VÁZQUEZ, A. y MANASSERO, M.A. (1996a). Actitudes de los jóvenes sobre las relaciones entre la Ciencia, la Tecnología y la Sociedad. En Dou (Ed.): Evaluación social de la Ciencia y de la Técnica. Análisis de tendencias, pp. 57-53. Madrid: Publicaciones de la Universidad Pontificia Comillas.

VÁZQUEZ, A. y MANASSERO, M.A. (1996b). La interacción entre Ciencia, Tecnología y Sociedad: actitudes de los estudiantes. Taula, 25/26, 145-165.

VÁZQUEZ, A. y MANASSERO, M.A. (1997). Actitudes y valores relacionados con la ciencia, la tecnología y la sociedad en alumnado y profesorado. Implicaciones para la educación de las actitudes. Memoria de investigación. Madrid: Ministerio de Educación y Cultura.

VÁZQUEZ, A. y MANASSERO, M.A. (1998). Actitudes hacia la influencia de la cultura en la ciencia. Cultura y Educación, 11/12, 143-167.

VILCHES, A. (1993). Las interacciones CTS y la enseñanza de las ciencias físico-químicas. Tesis doctoral. Facultad de Física. Universidad de Valencia.

VILCHES, A. (1994). Las interacciones Ciencia, Tecnología y Sociedad (CTS). Enseñanza de las Ciencias, 12(1), 112-120.

VILCHES, A. (1994). La introducción de las interacciones Ciencia, Técnica y Sociedad (CTS). Una propuesta necesaria en la enseñanza de las Ciencias. Aula de Innovación Educativa, 27, 32-36.

VILCHES, A. (1999). El contexto Ciencia-Tecnología-Sociedad. Cuadernos de Pedagogía, 281, 64-67.

VILCHES, A. y FURIÓ, C.(1999). Ciencia, tecnología y sociedad: sus implicaciones en la educación científica del siglo XXI. La Habana: Academia. Versión digital en Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/ctseducacion.htm#aa>.

WAGNER, R. (1990). Toxicology, an STS approach. Bulletin of Science, Technology, and Society, 10(5-6), 310-315.

WAKS, L.J. (1987). The STS prophets and their challenge to STS education. Bulletin of Science, Technology, and Society, 7(5-6), 1001-1009.

WAKS, L.J. (1990a). Educación en ciencia, tecnología y sociedad: orígenes, desarrollos internacionales y desafíos actuales. En M. Medina y J. Sanmartín (Eds.): Ciencia, Tecnología y Sociedad, pp. 42-75. Barcelona: Anthropos.

WAKS, L.J. (1990b). El Ciclo de Responsabilidad. En M. Peña (Ed.): Educación en Ciencia, Tecnología y Sociedad: Teoría y Práctica, pp. 17-38. Puerto Rico: National STS Network, Universidad de Puerto Rico.

WAKS, L.J. (1990c). Las relaciones escuela-comunidad y su influencia en la educación en valores CTS. En M. Peña (Ed.): Educación en Ciencia, Tecnología y Sociedad: Teoría y Práctica, pp. 59-76. Puerto Rico: National STS Network, Universidad de Puerto Rico.

WAKS, L.J. (1992). The responsibility spiral: a curriculum framework for STS Education. Theory into Practice, 31(1), 13-19.

WAKS, L.J. (1993). Ethics and values in Science-Technology-Society Education: Converging themes in a basic research project. Bulletin of Science, Technology, and Society, 13(6), 341-348.

WAKS, L.J. (1996a). Filosofía de la educación en CTS. Ciclo de responsabilidad y trabajo comunitario. En A. Alonso, I. Ayestarán y N. Ursúa (Eds.): Para comprender Ciencia, Tecnología y Sociedad, pp. 19-33. Estella: EVD.

WAKS, L.J. (1996b). Las relaciones escuela-comunidad y su influencia en la educación en valores en CTS. En A. Alonso, I. Ayestarán y N. Ursúa (Eds.): Para comprender Ciencia, Tecnología y Sociedad, pp. 35-47. Estella: EVD.

WAKS, L.J. y BARCHI, B.A. (1992). STS in US School Science: Perceptions of selected leaders and their implications for STS Education. Science Education, 76(1), 79-90.

WAKS, L.J. y PRAKASH, M.S. (1985). STS education and its three step-sisters. Bulletin of Science, Technology, and Society, 5(2), 105-116.

WATTS, M., ALSOP, S., ZYLBERSZTAJN, A. y DE SILVA, S.M. (1997). 'Event-centred-learning': An approach to teaching science, technology and societal issues in two countries. International Journal of Science Education, 19(3), 341-351.

WINTHER, A.A. y VOLK, T.L. (1994). Comparing Achievement of Inner-City High School Students in Traditional versus STS-Based Chemistry Courses. Journal of Chemical Education, 71(6), 501-505.

WORTHINGTON, R. (1990). Estudios superiores sobre ciencia, tecnología y sociedad. El programa de doctorado del RPI. En M. Medina y J. Sanmartín (Eds.): Ciencia, Tecnología y Sociedad, pp. 95-113. Barcelona: Anthropos.

WRAGA, W.G. y HLEBOWITSH, P.S. (1991). STS Education and the curriculum field. School Science and Mathematics, 91(2), 54-59.

YAGER, R.E. (1984). Science and technology in general education. En R.W. Bybee, J. Carlson y A.J. MCORMACK, Eds. (1984): Redesigning science and technology education. Washington DC: NSTA.

YAGER, R.E. (1985). In defense of defining science education as the science/society interface. Science Education, 69(2), 143-144.

YAGER, R.E. (1986). Restructuring science teacher education programs as they move towards an S/T/S focus. En R.K. James (Ed.): Science, Technology and Society: Resources for Science Educators, pp. 46-55. Columbus, OH: AETS and SMEAC Information Reference Center.

YAGER, R.E., Ed. (1992). The Status of STS: Reform Efforts Around the World. ICASE Year Book. Petersfield: ICASE.

YAGER, R.E. (1993a). Science-Technology-Society as Reform. School Science and Mathematics, 93(3), 145-151.

YAGER, R.E. (1993b). The advantages of STS approaches in science instruction in grades four through nine. Bulletin of Science, Technology, and Society, 13(1), 74-82.

YAGER, R.E. (1995). Science/Technology/Society and Learning. Bulletin of Science, Technology, and Society, 15(5-6), 225-227.

YAGER, R.E., Ed. (1996). Science/Technology/Society as Reform in Science Education. Albany, NY: State University of New York Press.

YAGER, R.E. y LUTZ, M.V. (1995). STS to enhance total curriculum. School Science and Mathematics, 95(1), 28-35.

YAGER, R.E. y PENICK, J.E. (1984). What students say about Science Teaching an Science Teachers. Science Education, 68(2), 143-152.

YAGER, R.E. y TAMIR, P. (1993). STS approach: Reasons, intentions, accomplishments, and outcomes. Science Education, 77(6), 637-658.

YRIART, M.F. (1990). La divulgación de las ciencias como problema comunicacional. Arbor, 534/535, 163-177.

YRIART, M.F. (1993). La divulgación de la ciencia como responsabilidad compartida de investigadores y periodistas. Colombia: Ciencia y Tecnología, 11(4), 9-13.

ZIMAN, J. (1980). Teaching and learning about Science and Society. Cambridge, MA: Cambridge University Press.

ZIMAN, J. (1984). An introduction to science studies. The philosophical and social aspects of science and technology. Cambridge, MA: Cambridge University Press. Traducción de J. Beltrán Ferrer (1986): Introducción al estudio de las ciencias. Los aspectos filosóficos y sociales de la ciencia y la tecnología. Barcelona: Ariel.

ZIMAN, J. (1991). Public Understanding of Science. Science, Technology, and Human Values, 16(1), 99-105.

ZIMAN, J. (1994). The rationale of STS. Education is in the approach. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 21-31. New York: Teachers College Press.

ZOLLER, U. (1987). Problem solving and decision-making in Science-Technology-Environmental-Society (STES) education. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education, vol. 2, 562-56. Kiel: IPN, University of Kiel.

ZOLLER, U. (1989). Critical and system thinking, problem solving and decision making in STES (Science-Technology-Environment-Society) education. En M. G. Gross et al. (Eds.): Working Together to Educate about the Environment, pp. 371-377. Troy, OH: NAEE/CEA.

ZOLLER, U. (1991). Teaching/learning styles, performance, and students' teaching evaluation in S/T/E/S-focused science education. A quasi-quantitative probe of a case study. Journal of Research in Science Teaching, 28(7), 593-607.

ZOLLER, U. y BEN-CHAIM, D. (1994). Views of Prospective Teachers Versus Practising Teachers about Science, Technology and Society Issues. Research in Science & Technological Education, 12(1), 77-89.

ZOLLER, U., DONN, S., WILD, R. y BECKETT, P. (1991). Students' versus their teachers' beliefs and positions on science/technology/society-oriented issues. International Journal of Science Education, 13(1), 25-36.

ZOLLER, U., EBENEZER, J., MORELY, K., PARAS, S., SANDBERG, V., WEST, C., WOLTHERS, T. y TAN, S.H. (1990). Goal attainment in science-technology-society (S/T/S) education and reality: The case of British Columbia. Science Education, 74(1), 19-36.

Currículo, proyectos y materiales CTS: fundamentos y ejemplos (89)

ABELLÓ, M. y MEDIR, M. (1997). APQUA público: análisis y fundamentación. Enseñanza de las Ciencias, nº extra (V Congreso), 471-472.

ACEVEDO, J.A. (1990). Estudios de casos de innovación: enseñanza de la física en contexto. Investigación en la Escuela, 12, 91-92.

ACEVEDO, J.A. (1991). Estudios de casos de innovación: biología humana para enseñanza secundaria (13-14). Investigación en la Escuela, 13, 134-135.

ACEVEDO, J.A. (1997). La educación CTS en el Bachillerato LOGSE: la materia optativa "Ciencia, Técnica y Sociedad" en Andalucía. En R. Jiménez y A. Wamba (Eds.): Avances en la Didáctica de las Ciencias Experimentales, pp. 333-339 Huelva: Servicio de Publicaciones de la Universidad de Huelva.

ACEVEDO, J.A. (2001). La asignatura "Ciencia, Técnica y Sociedad" en la Comunidad Autónoma de Andalucía. Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/ salactsi/acevedo7.htm>. Versión corregida y actualizada de la publicada en R. Jiménez y A. Wamba, Eds. (1997): Avances en la Didáctica de las Ciencias Experimentales, pp. 333-339. Huelva: Servicio de Publicaciones de la Universidad de Huelva.

AHLGREN, A. y RUTHERFORD, F.J. (1993). Where is Project 2061 Today? Educational Leadership, 50, 19-22.

AIKENHEAD, G.S. (1987). A module for teaching scientific decision making. Bulletin of Science, Technology, and Society, 7(1-2), 137-145.

AIKENHEAD, G.S. (1992). Logical Reasoning in Science and Technology: An Academic STS Science Textbook. Bulletin of Science, Technology, and Society, 12(3), 149-159.

AIKENHEAD, G.S. (1994). Collaborative research and development to produce an STS course for school science. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 216-228. New York: Teachers College Press.

AIKENHEAD, G.S. (1997). Toward a First Nations Cross-Cultural Science and Technology Curriculum. Science Education, 81(2), 217-238.

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1989). Project 2061: Science for all Americans. Washington DC: AAAS.

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1990). Science for all americans. A project 2061 report on literacy goals in Science, Mathematics, and Technology. New York: Oxford University Press.

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1993). Benchmarck for Science Literacy: A project 2061 report. New York: Oxford University Press.

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1997). Resources for Science Literacy: Professional development. New York: Oxford University Press.

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1998). Blueprints for Reform. New York: Oxford University Press.

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (2000). Atlas of Science Literacy. New York: Oxford University Press.

AMERICAN CHEMICAL SOCIETY (1988). Chemistry in the Community (ChemCom). Dubuque, IA: Kendall/Hunt.

ANDERSON, T. y KILBOURN, B. (1983). Creation, Evolution, and Curriculum. Science Education, 67(1), 45-55.

ASSOCIATION FOR SCIENCE EDUCATION (1981a). Education through Science. ASE, Hatfield, Herts.

ASSOCIATION FOR SCIENCE EDUCATION (1981b). Science in Society: Teacher' s guide. London: Heinemann Educational Books.

ATKIN, J.M. (1996). El papel de los científicos en la reforma curricular. Revista de Educación, 310, 15-27.

BOERSMA, K. y DE KIEVIT, R. (1987). Development of a syllabus and program of an integrated STS curriculum for lower secondary education. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education, vol. 2, 571-582. Kiel: IPN, University of Kiel.

BRANT, L.A. (1995). A required STS course at the University of Northern Iowa. Bulletin of Science, Technology, and Society, 15(5-6), 235-240.

BRINKERHOFF, R.F. (1985). An experimental method for infusing STS into secondary school curricula. Bulletin of Science, Technology, and Society, 5, 130-137.

BSCS (1989). Innovations: The social consequences of science and technology. Dubuque, IA: Kendall/Hunt.

BYBEE, R.W. y LANDES, N.M. (1990). Science for life and living. American Biology Teacher, 52(2), 92-98.

CAAMAÑO, A. (1995). La educación Ciencia-Tecnología-Sociedad: una necesidad en el diseño del nuevo curriculum de Ciencias. Alambique, 3, 4-6.

CAAMAÑO, A. (1997a). El proyecto Química Salters para el nuevo bachillerato. Enseñanza de las Ciencias, nº extra (V Congreso), 473-474.

CAAMAÑO, A. (1997b). La Química en la Enseñanza Secundaria: los proyectos Teide (ESO) y Química Salters (Bachillerato). Educación Abierta, 132, 111-168.

CAMPBELL, B., LAZONBY, J., MILLAR, R., NICOLSON, P., RAMSDEN, J. y WADDINGTON, D. (1994). Science: the Salters' Approach: A Case Study of the process of Large Scale Curriculum Development. Science Education, 78(5), 415-447.

CARPENA, J., LOPESINO, C. y MORA, P. (2000). Una propuesta para la asignatura Ciencia, Tecnología y Sociedad como asignatura en el Bachillerato. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 25-40. Aveiro: Universidade de Aveiro.

CARPENA, J. y TÁRRAGA, P. (2000). Una propuesta para ciencia, tecnología y sociedad como asignatura en el bachillerato. Alambique, 23, 65-72.

CHIANG-SOONG, B. y YAGER, R.E. (1993). The inclusion of STS material in the most frequently used Secondary Science Textbooks in the U.S. Journal of Research in Science Teaching, 30(4), 339-349.

CUTCLIFFE, S.H. (1990). The STS curriculum: what have we learned in twenty years? Science, Technology, and Human Values, 15(3), 360-372.

CUTCLIFFE, S.H. (1996). Programas universitarios y no universitarios en los Estados Unidos y en Europa: observaciones desde y sobre el terreno. En A. Alonso, I. Ayestarán y N. Ursúa (Eds.): Para comprender Ciencia, Tecnología y Sociedad, pp. 49-61. Estella: EVD.

CUTCLIFFE, S.H. y MITCHAM, C. (1994). Una descripción de los Programas y la Educación CTS universitaria en los Estados Unidos. En J. Sanmartín e I. Hronszky (Eds.): Superando fronteras. Estudios europeos de Ciencia-Tecnología-Sociedad y Evaluación de Tecnologías, pp. 189-218. Barcelona: Anthropos.

DOLZ, L. y MARTÍN-DÍAZ, M.J. (2000). Ciencia, Tecnología y Sociedad: Un ejemplo de programación y de trabajo en el aula. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 63-71. Aveiro: Universidade de Aveiro.

DUFFEE, L. y AIKENHEAD, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76(5), 493-506.

EICHINGER, D.C., ABELL, S.K. y DAGHER, Z.R. (1997). Developing a Graduate Level Science Education Course on the Nature of Science. Science & Education, 6(4), 417-429.

EIJKELHOF, H.M.C. y KORTLAND, J. (1987). Physics in its personal, social and scientific context. Bulletin of Science, Technology, and Society, 7(1-2), 125-136.

EIJKELHOF, H.M.C. y LIJNSE, P. (1988). The role of research and development to improve STS education: Experiences from the PLON Project. International Journal of Science Education, 10(4), 464-474.

FENSHAM, P.J. y CORRIGAN, D. (1994). The implementation of an STS chemistry course in Australia: A research perspective. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 194-204. New York: Teachers College Press.

FERNÁNDEZ-GONZÁLEZ, L. (1995). La asignatura de Ciencia, Tecnología y Sociedad en el nuevo Bachillerato. Alambique, 3, 61-68.

FULLICK, P. (1992). Addressing science and technology issues in the United Kingdom: the SATIS Project. Theory into Practice, 31(1), 36-43.

GÁLVEZ, M.D., MORA, P. y TÁRRAGA, P. (2000). Análisis de una experiencia de aula en ciencia, tecnología y sociedad: el control social del tecnosistema. Resúmenes de los XIX Encuentros de Didáctica de las Ciencias Experimentales, pp. 27-28. Madrid.

GARCÍA, A.R. (1988). Una experiencia de integración Física-Tecnología. En P. Cañal y R. Porlán (Eds.): El profesor y la experimentación curricular (VI Jornadas Investigación en la Escuela), pp. 101-106. Sevilla: Publicaciones de la Universidad de Sevilla.

GÓMEZ-CRESPO, M.A., GUTIÉRREZ-JULIÁN, M.S., MARTÍN-DÍAZ, M.J. y CAAMAÑO, A. (2000). Un enfoque Ciencia, Tecnología, Sociedad para la Química del Bachillerato. El proyecto Salters. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 77-83. Aveiro: Universidade de Aveiro.

HEPBURN, G. y GASKELL, P.J. (1998). Teaching a new science and technology course: a sociocultural perspective. Journal of Research in Science Teaching, 35(7), 777-790.

HILL, G., HOLMAN, J., LAZONBY, J., RAFFAN, J. y WADDINGTON, D. (1989a). Chemistry: The Salters' approach. London: Heinemann.

HILL, G., HOLMAN, J., LAZONBY, J., RAFFAN, J. y WADDINGTON, D. (1989b). Introducing chemistry: The Salters' approach. London: Heinemann.

HOLMAN, J.S. (1986). Science and Technology in Society (SATIS). Hatfield, Herts: ASE.

HOLTON, G., RUTHERFORD, J. y WATSON, F. (1970). The Project Physics Course. New York: Holt, Rinehart y Winston.

HUNT, A. (1988). SATIS approaches to STS. International Journal of Science Education, 10(4), 409-420.

JARCHO, I.S. (1985). Curricular approaches to teaching STS: A report on units, modules and courses. En R. Bybee (Ed.): Science-Technology-Society. Washington DC: NSTA.

JELSMA, J. (1994). CTS en los Países Bajos. El departamento de Filosofía de la Ciencia y la Tecnología de la Universidad de Twente y el Proyecto TEMPUS-TSAST. En J. Sanmartín e I. Hronszky (Eds.): Superando fronteras. Estudios europeos de Ciencia-Tecnología-Sociedad y Evaluación de Tecnologías, pp. 23-52. Barcelona: Anthropos.

JIMÉNEZ, R. y WAMBA, A.M. (1997). Claves para una mejor comprensión de la ciencia a través del Programa Maimónides. En R. Jiménez y A. Wamba (Eds.): Avances en la Didáctica de las Ciencias Experimentales, pp. 349-356. Huelva: Servicio de Publicaciones de la Universidad de Huelva.

JIMÉNEZ, R. y WAMBA, A.M. (2000). Nuevas perspectivas del Programa Maimónides: Desde el patrimonio tecnológico al patrimonio integral. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 121-131. Aveiro: Universidade de Aveiro.

KUMAR, D.D. (1991). Curriculum concerns of Science-Technology-Society Education in the United States of America. Science, Technology & Society, 82, 7-14.

LEWIS, J.L. (1981). Science in society. London: ASE, Heinemann.

MARCO, B. (1987a). Elementos modificadores del curriculum de ciencias. Educación Abierta, 17, 13-45.

MARCO, B. (1987b). Las ciencias y el curriculum escolar. En La enseñanza de las ciencias experimentales, pp. 12-42. Madrid: Narcea.

MARCO, B., MARTÍN-MONTALVO, J., PARAMIO, M.L. y MACÍAS, R. (1990). La actualidad científica en el diseño curricular de las ciencias experimentales. Madrid: Narcea.

MARTÍN-DÍAZ, M.J. (2000). Ciencia, tecnología y sociedad, materia optativa de bachillerato. Alambique, 23, 55-63.

MARTÍN-GORDILLO, M. y LÓPEZ-CEREZO, J.A. (2000). Acercando la ciencia a la sociedad: la perspectiva CTS y su implantación educativa. En M. Medina y T. Kwiatkowska (Coord.): Ciencia, tecnología/naturaleza, cultura en el siglo XXI, pp. 45-75. Barcelona: Anthropos/UAM.

MEDIR, M. (1995). El proyecto APQUA. Alambique, 3, 53-60.

MEDIR, M. y ABELLÓ, M. (1999). APQUA: un proyecto CTS a partir de los productos químicos. Revista Pensamiento Educativo. 24, 269-294.

MEDIR, M., EL BOUDAMOUSSI, S. y ABELLÓ, M. (2000). El proyecto APQUA: Nuestra experiencia de doce años de docencia. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 85-98. Aveiro: Universidade de Aveiro.

MEMBIELA, P. (1996). Los materiales curriculares del movimiento educativo Ciencia-Tecnología-Sociedad. Resúmenes de los XVII Encuentros de Didáctica de las Ciencias Experimentales, p. 138. La Rábida (Huelva).

MITCHENER, C.P. y ANDERSON, A.R. (1989). Teachers' perspective: developing and implementing an STS curriculum. Journal of Research in Science Teaching, 26(4), 351-369.

MORA, P., CARPENA, J. y GÁLVEZ, M.D. (1999). El control social de la ciencia y la tecnología: un módulo de aprendizaje para ciencia, tecnología y sociedad. En C. Martínez Losada y S. García Barros (Eds): La Didáctica de las Ciencias. Tendencias actuales, pp. 661-673. La Coruña: Servicio de Publicaciones de la Universidad de La Coruña.

NASCIMIENTO, M.H. y PEREIRA, M.P. (2000). O Projecto Science Across Europe-Desenvolvimentos no contexto português. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 99-101. Aveiro: Universidade de Aveiro.

OBACH, D. (1995). El proyecto SATIS. Alambique, 3, 39-44.

PAREJO, C. (1995). El proyecto Ciencia a través de Europa. Alambique, 3, 45-52.

PAREJO, C. y JUAN, X. (2000). Ciencia a través de Europa / Ciencia a través del mundo. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência- Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 113-119. Aveiro: Universidade de Aveiro.

PEDRETTI, E. (1996). Learning about Science, Technology, and Society (STS) Through an Action Research Project: Co-Constructing an Issues-Based Model for STS Education. School Science and Mathematics, 96(8), 432-440.

PROJECT 2000+ (1992). Toward scientific and technological literacy for all: A world conference for 1993. París: UNESCO.

ROSENTHAL, D.B. (1989). Two approaches to Science-Technology-Society (S-T-S) Education. Science Education, 73(5), 581-589.

ROY, R. y WALKER, R.A. (1991). Critical issues facing society: An introductory STS course for general education. Bulletin of Science, Technology, and Society, 11(1), 14-20.

RUTHERFORD, F.J. y AHLGREN, A. (1990). Science for all Americans. New York: Oxford University Press.

RUTHERFORD, F.J., HOLTON, G. y WATSON, F. (1970). The project physics course: Text. New York: Holt Rinehart & Winston.

QUINTANILLA, M. (1999). El dilema epistemológico y didáctico en el currículum de enseñanza de las ciencias: ¿cómo abordarlo en un enfoque CTS? Revista Pensamiento Educativo, 25, 299-331.

SAN VALERO, C. (1995). El Proyecto Genoma Humano, sus implicaciones sociales y la Biología de Bachillerato. Alambique, 3, 109-115.

SOLBES, J. y GARCÍA, A.R. (1993). Propuesta de diseño curricular de física y química en la E.S.O. desde una perspectiva C/T/S. Enseñanza de las Ciencias, nº extra (IV Congreso), 287-288.

SOLOMON, J. (1983). Science in a social context (SISCON) in schools. Oxford: ASE, Basil Blackwell.

SOLOMON, J. (1992). What is Science?; What is Technology?; How does Society decide? SATIS 16-19. Hatfield, Herts: ASE.

STANIONIS, V.A. (1990). An STS course for business students. Bulletin of Science, Technology, and Society, 10(3), 161-164.

THIER, H.D. y HILL, T. (1988). Chemical education in schools and the community: The CEPUP Project. International Journal of Science Education, 10(4), 421-430.

UNESCO (1994). Science and Technology 2000+ Education for all. The Project 2000+ Declaration. París: UNESCO.

YAGER, R.E., MYERS, L.H., BLUNCK, S.M. y McCOMAS, W.F. (1992). The Iowa Chautauqua program: What assessment results indicate about STS instruction. Bulletin of Science, Technology, and Society, 12(1), 26-38.

Evaluación CTS: Fundamentos y Metodología (50)

ACEVEDO, J.A. (2000). Evaluación de creencias sobre Ciencia, Tecnología y Sociedad en Educación. Conferencia impartida en las I Jornadas Universitarias de Nerva: Ciencia, Tecnología y Humanismo en la Sociedad Actual. Concejalía de Educación del Excelentísimo Ayuntamiento de Nerva y Universidad de Huelva. <http://www2.uhu.es/julio_gallego/curso%20de%20Nerva1.htm>.

ACEVEDO, J.A., ACEVEDO, P., MANASSERO, M.A. y VÁZQUEZ, A. (2001). Avances metodológicos en la investigación sobre evaluación de actitudes y creencias CTS. Revista Iberoamericana de Educación, edición electrónica De los Lectores (4-6-2001). <https://historico.oei.es/campus-oei.org/revista/deloslectores/Acevedo.PDF>.

AIKENHEAD, G.S. (1987a). The development of a new technique for monitoring student understanding of STS. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education, vol. 2, pp. 606-612. Kiel: IPN, University of Kiel.

AIKENHEAD, G.S. (1987b). Views on science-technology-society (form CDN.mc.4). Department of Curriculum Studies. Saskatoon (Canadá): University of Saskatchewan, S7N 0W0.

AIKENHEAD, G.S. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal of Research in Science Teaching, 25(8), 607-629.

AIKENHEAD, G.S., FLEMING, R.W. y RYAN, A.G. (1987). High-school graduates' beliefs about science-technology-society. I. Methods and issues in monitoring student views. Science Education, 71(2), 145-161.

AIKENHEAD, G.S. y RYAN, A.G. (1989). The development of a multiple choice instrument for monitoring views on Science-Technology-Society topics. Saskatoon (Canadá): Department of Curriculum Studies, University of Saskatchewan.

AIKENHEAD, G.S. y RYAN, A.G. (1992). The development of a new instrument: "Views on Science-Technology-Society" (VOSTS). Science Education, 76(5), 477-491.

AIKENHEAD, G.S., RYAN, A.G. y FLEMING, R.W. (1989). Views on science-technology-society (form CDN.mc.5). Saskatoon, (Canadá): Department of Curriculum Studies, University of Saskatchewan, S7N 0W0.

BILLEH, V.Y. y MALIK, M.H. (1977). Development and Application of a Test on Understanding the Nature of Science. Science Education, 61(4), 559-571.

BOTTON, C. y BROWN, C. (1998). The Reliability of Some VOSTS Items When Used with Preservice Secondary Science Teachers in England. Journal of Research in Science Teaching, 35(1), 53-71.

BRATT, M. (1984). Further Comments on the Validity Studies of Attitude Measures in Science Education. Journal of Research in Science Teaching, 21(9), 951.

CHAMBERS, D.W. (1983). Stereotype images of the scientist: The Draw-A-Scientist-Test. Science Education, 67(3), 255-265.

CHEEK, D.W. (1992). Evaluating learning in STS Education. Theory into Practice, 31(1), 64-72.

COTHAM, J. y SMITH, E. (1981). Development and validation of the conceptions of scientific theories test. Journal of Research in Science Teaching, 18(5), 387-396.

GARDNER, P.L. (1987). Measuring ambivalence to science. Journal of Research in Science Teaching, 24(3), 241-247.

GARDNER, P.L. (1996). The dimensionality of attitude scales: a widely misunderstood idea. International Journal of Science Education, 18, 913-919.

GAULD, C.F. y HUKINS, A.A. (1980). Scientific attitudes: A review. Studies in Science Education, 7, 129-161.

HALADYNA, T. y SHAUGHNESSY, J. (1982). Attitudes towards science: A quantitative synthesis. Science Education, 66(4), 547-563.

KORPAN, C.A., BISANZ, G.L. y HENDERSON, J.M. (1997). Assessing literacy in science: evaluation of scientific news briefs. Science Education, 81, 515-532.

KOULAIDIS, V. y OGBORN, J. (1988). Use of systemic networks in the development of a questionnaire. International Journal of Science Education, 10(5), 497-509.

KRAJKOVICH, J.G. y SMITH, J.K. (1982). The development of the image of science and scientists scale. Journal of Research in Science Teaching, 19(1), 39-44.

LAFORGIA, J. (1988). The affective domain related to science education and its evaluation. Science Education, 72(4), 407-421.

LAUGKSCH, R.C. y SPARGO, P.E. (1996). Development of a pool of scientific literacy test-items based on selected AAAS literacy goals. Science Education, 80(2), 121-143.

LLINARES, S. (1992). Los mapas cognitivos como instrumento para investigar las creencias epistemológicas de los profesores. En C. Marcelo (Ed.): La investigación sobre la formación del profesorado. Métodos de investigación y análisis de datos, pp. 57-95. Argentina: Cincel.

MANASSERO, M.A., VÁZQUEZ, A. y ACEVEDO, J.A. (2001). Avaluació de temes de ciència, tecnologia i societat. Palma de Mallorca: Conselleria d' Educació i Cultura.

MARCELO, C. (1992). Dar sentido a los datos: la combinación de perspectivas cualitativas y cuantitativas en el análisis de entrevistas. En C. Marcelo (Ed.): La investigación sobre la formación del profesorado. Métodos de investigación y análisis de datos, pp. 57-95. Argentina: Cincel.

MASON, C.L., KAHLE, J.B. y GARDNER, A.L. (1991). Draw-a-scientist-test: Future implications. School Science and Mathematics, 91(2), 193-198.

MOORE, W.R. y SUTMAN, F.Y. (1970). The development, field test and validation of an inventory of scientific attitudes. Journal of Research in Science Teaching, 7, 85-94.

MUNBY, H. (1983). Thirty studies involving the "Scientific Attitude Inventory": What confidence can we have in this instrument? Journal of Research in Science Teaching, 20, 141-162.

O'MAOLDOMHNAIGH, M.C. y HUNT, A. (1988). Some factors affecting the image of the scientist drawn by older primary school pupils. Research in Science & Technological Education, 6(2), 159-166.

O'MAOLDOMHNAIGH, M.C. y HUNT, A. (1990). Author's response to The "Draw-a-Scientist-Test": interpreting the data. Research in Science & Technological Education, 8(1), 77.

O'MAOLDOMHNAIGH, M.C. y NI MHAOLIN, V. (1990). The perceived expectation of the administrator as a factor affecting the sex of scientists drawn by early adolescent girls. Research in Science & Technological Education, 8(1), 69-74.

RUBBA, P.A. (1977). The development, field testing, and validation of an instrument to assess secondary school students' understanding of the nature of scientific knowledge. Unpublished doctoral dissertation. Bloomington, IN: Indiana University.

RUBBA, P.A., SCHONEWEG-BRADFORD, C.S. y HARKNESS, W.J. (1996). A new scoring procedure for the Views on Science-Technology-Society instrument. International Journal of Science Education, 18(4), 387-400.

RYAN, A.G. (1994). Towards authentic assessment in science via STS. Bulletin of Science, Technology, and Society, 14(5-6), 290-294.

SANMARTÍ, N. y GARCÍA, P. (1999). Interrelaciones entre los enfoques curriculares CTS y los enfoques de evaluación. Revista Pensamiento Educativo. 25, 265-298.

SCHIBECI, R.A. (1983). Selecting appropriate attitudinal objectives for school science. Science Education, 67(5), 595-603.

SCHIBECI, R.A. (1984). Attitudes to science: Un update. Studies in Science Education, 11, 26-59.

SYMINGTON, D. y SPURLING, H. (1990). The "Draw-a-Scientist-Test": interpreting the data. Research in Science & Technological Education, 8(1), 75-77.

VÁZQUEZ, A., ACEVEDO, J.A. y MANASSERO, M.A. (2000). Progresos en la evaluación de actitudes relacionadas con la ciencia mediante el Cuestionario de Opiniones CTS. En I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência- Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 219-230. Aveiro: Universidade de Aveiro.

VÁZQUEZ, A., ACEVEDO, J.A. y MANASSERO, M.A. (2001a). Enseñando sobre la ciencia: consenso y disenso en la educación y evaluación de las actitudes relacionadas con la ciencia. En M. Martín Sánchez y J.G. Morcillo (Eds.): Reflexiones sobre la Didáctica de las Ciencias Experimentales, pp. 297-305. Madrid: Nivola.

VÁZQUEZ, A., ACEVEDO, J.A. y MANASSERO, M.A. (2001b). Progresos en la evaluación de actitudes relacionadas con la ciencia mediante el Cuestionario de Opiniones CTS. Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/acevedo6.htm>. Versión corregida y actualizada de la publicada en I.P. Martins (Coord.): O Movimento CTS na Península Ibérica. Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, pp. 219-230. Aveiro: Universidade de Aveiro.

VÁZQUEZ, A. y MANASSERO, M.A. (1998). Evaluación educativa de los temas Ciencia-Tecnología-Sociedad. Resúmenes de los XVIII Encuentros de Didáctica de las Ciencias Experimentales, pp. 177-178. La Coruña.

VÁZQUEZ, A. y MANASSERO, M.A. (1999a). Evaluación educativa de los temas Ciencia-Tecnología-Sociedad. En C. Martínez Losada y S. García Barros (Eds): La Didáctica de las Ciencias. Tendencias actuales, pp. 675-685. La Coruña: Servicio de Publicaciones de la Universidad de La Coruña.

VÁZQUEZ, A. y MANASSERO, M.A. (1999b). Response and scoring models for the 'Views on Science-Technology-Society' Instrument. International Journal of Science Education, 21(3), 231-247.

VÁZQUEZ, A., MANASSERO, M.A. y ACEVEDO, J.A. (1998). Modelos y cuestiones de evaluación en Ciencia, Tecnología y Sociedad (CTS). Resúmenes de los XVIII Encuentros de Didáctica de las Ciencias Experimentales, pp. 239-240. La Coruña.

WAREING, C. (1982). Developing the WASP: Wareing attitudes toward science protocol. Journal of Research in Science Teaching, 19, 639-645.

WAREING, C. (1990). A Survey of Antecedents of Attitudes Toward Science. Journal of Research in Science Teaching, 27(4), 371-386.

ZEIDLER, D.L. (1984). Thirty studies involving the "Scientific Attitude Inventory": what confidence can we have in this instrument. Journal of Research in Science Teaching, 21(3), 341-342.

Epistemología y Naturaleza de la Ciencia (197)

ABD-EL-KHALICK F., BELL, R.L. y LEDERMAN, N.G., (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436.

ABD-EL-KHALICK F. y LEDERMAN, N. G., (2000). Improving science teachers' conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665-701.

ABELL, S.K. (1989). The nature of science as portrayed to preservice elementary teachers via methods textbooks. En D.E. Herget (Ed.): The History and Philosophy of Science in Science Teaching. Proceedings of the First International Conference, pp. 1-14. Tallahassee: Florida State University.

ABELL, S.K. y SMITH, D.C. (1994). What is science?: preservice elementary teachers' conceptions of the nature of science. International Journal of Science Education, 16(4), 475-487.

ACEVEDO, J.A. (1992). Cuestiones de sociología y epistemología de la ciencia. La opinión de los estudiantes. Revista de Educación de la Universidad de Granada, 6, 167-182.

ACEVEDO, J.A. (1993). ¿Qué piensan los estudiantes sobre la ciencia? Un enfoque CTS. Enseñanza de las Ciencias, nº extra (IV Congreso), 11-12.

ACEVEDO, J.A. (1994). Los futuros profesores de Enseñanza Secundaria ante la sociología y la epistemología de las ciencias. Revista Interuniversitaria de Formación del Profesorado, 19, 111-125.

ACEVEDO, J.A. (2000). Algunas creencias sobre el conocimiento científico de los profesores de Educación Secundaria en formación inicial. Bordón, 52(1), 5-16.

ACEVEDO, J.A. (2001). Los futuros profesores de Enseñanza Secundaria ante la sociología y la epistemología de las ciencias. Sala de Lecturas CTS+I de la OEI. <http://www.campus-oei. org/salactsi/acevedo8.htm>. Versión corregida y actualizada de la publicada en Revista Interuniversitaria de Formación del Profesorado, 19, 111-125.

AGUIRRE, J.M., HAGGERTY, S.M. y LINDER, C.J. (1990). Student-teachers' conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12(4), 381-390.

AIKENHEAD, G.S. (1972). The measurement of knowledge about science and scientists: An investigation into the development of instruments for formative evaluation. Unpublished doctoral dissertation. Cambridge, MA: Harvard University.

AIKENHEAD, G.S. (1973). The measurement of high school students' knowledge about science and scientists. Science Education, 57(4), 539-549.

AIKENHEAD, G.S. (1987). High-school graduates' beliefs about science- technology-society. III. Characteristics and limitations of scientific knowledge. Science Education, 71(4), 459-487.

AKERSON, L., ABD-EL-KHALICK F. y LEDERMAN, N.G. (2000). Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science. Journal of Research in Science Teaching, 37(4), 295-317.

AKINDEHIN, F. (1988). Effect of an instructional package on preservice science teachers' understanding of the nature of science and acquisition of science-related attitudes. Science Education, 72(1), 73-82.

ALTERS, B.J. (1997a). Nature of Science: A Diversity or Uniformity of Ideas?. Journal of Research in Science Teaching, 34(10), 1105-1108.

ALTERS, B.J. (1997b). Whose Nature of Science?. Journal of Research in Science Teaching, 34(1), 39-55.

ANDERSON, H.O, HARLY, H. y SAMUEL, K.V. (1986). Nature of Science, 1969 and 1984; perspectives of preservice secondary science teachers. School Science and Mathematics, 86(1), 43-50.

BELL, R. L., LEDERMAN, N. G. y ABD-EL-KHALICK F. (1998). Implicit versus Explicit Nature of Science Instruction: An Explicit Response to Palmquist and Finley. Journal of Research in Science Teaching, 35(9), 1057-1061.

BELL, R.L., LEDERMAN, N.G. y ABD-EL-KHALICK F. (2000). Developing and acting upon one's conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37(6), 563-581.

BENSON, G.D. (1989). The misrepresentation of science by philosophers and teachers of science. Synthese. 80, 107-119.

BIANCHINI, J.A. y COLBURN, A. (2000). Teaching the nature of science throug inquiry to prospective elementary teachers: A tale of two researchers. Journal of Research in Science Teaching, 37(2), 177-209.

BIERMANN, C.A. (1995). Gene Defects and Therapies: An Update on the Expanding Nature of Science. American Biology Teacher, 57(2), 70-75.

BILLEH, V.Y. y HASSAN, O.E. (1975). Factors affecting teachers' gain in understanding the nature of science. Journal of Research in Science Teaching, 12(3), 209-219.

BILLEH, V.Y. y MALIK, M.H. (1977). Development and Application of a Test on Understanding the Nature of Science. Science Education, 61(4), 559-571.

BINGLE, W.H. y GASKELL, P.J. (1994). Scientific literacy for decision making and the social construction of scientific knowledge. Science Education, 78(2), 185-201.

BLANCO, R. y NIAZ, M. (1997). Epistemological beliefs of students and teachers about the nature of science: from a 'baconian inductive ascent' to the ' irrelevance' of scientific laws. Instructional Science, 25, 203-231.

BLOOM, J.W. (1989). Preservice elementary teachers' conceptions of science: science, theories and evolution. International Journal of Science Education, 11(4), 401-415.

BOONE, W.J. y ANDERSEN, H.O. (1996). Comparing the Understanding of the Nature of Science by Preservice Secondary Science Teachers in the Mid 1960s and the Early 1990s. Science Educator, 5(1), 28-35.

BOUJAOUDE, S. (1995). Demonstrating the Nature of Science. The Science Teacher, 62(4), 46-49.

BRICKHOUSE, N.W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62.

CAAMAÑO, A. (1996). La comprensión de la naturaleza de la ciencia. Un objetivo de la enseñanza de las ciencias en la ESO. Alambique, 8, 43-51.

CAREY, S., EVANS, R., HONDA, M., JAY, E. y UNGER, C. (1989). An experiment is when you try it and see if it works: A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education, 11(5), 514-529.

CAREY, R.L. y STAUSS, N.G. (1990). An analysis of experienced science teachers' understanding of the nature of science. School Science and Mathematics, 90(4), 366-376.

CARRASCOSA, J., FERNÁNDEZ, I., GIL, D. y OROZCO, A. (1993). Análisis de algunas visiones deformadas sobre la naturaleza de la ciencia y las características del trabajo científico. Enseñanza de las Ciencias, nº extra (IV Congreso), 43-44.

CARTIER, J.L. y STEWART, J. (2000). Teaching the Nature of Inquiry: Further developments in a High School Genetics Curriculum. Science & Education, 9(3), 247-267.

CHARRON, E.H. (1991). Classroom and community influences on youths' perceptions of science in a rural country school system. Journal of Research in Science Teaching, 28(7), 671-687.

CLEMISON, A. (1990). Establishing an epistemological base for science teaching in the light of Contemporary notions of the nature of science and of how children learn science. Journal of Research in Science Teaching, 27(5), 429-455.

CLOUGH, M.P. (1997). Strategies and Activities for Initiating and Maintaining Pressure on Students' Naive Views Concerning the Nature of Science. Interchange, 28(2-3), 191-204.

COBERN, W.W. (1989). A Comparative Analysis of NOSS Profiles on Nigerian and American Preservice, Secondary Science Teachers. Journal of Research in Science Teaching, 26(6), 533-541.

COBERN, W.W. (1993). College Students' Conceptualizations of Nature: An Interpretive World View Analysis. Journal of Research in Science Teaching, 30(8), 935-951.

COBERN, W.W. (2000). The Nature of Science and the role of knowledge and beliefs. Science & Education, 9(3), 219-246.

CROSS, R.T. (1999). Scientific understanding: Lacey' s 'critical self-consciousness' seen as echoes of J.D. Bernal. Science & Education, 8(1), 67-78.

DENNISON, R. (1993). Using Darwin's Experimental Work to Teach the Nature of Science. American Biology Teacher, 55(1), 50-52.

DÉSAUTELS, J. y LAROCHELLE, M. (1989). Que' st-ce que le Savoir Scientifique? Points de vue d' Adolescents et d' Adolescentes. Québec (Canadá): Laval University Press.

DÉSAUTELS, J. y LAROCHELLE, M. (1998). The Epistemology of Students: The 'Thingified' Nature of Scientific Knowledge. En B.J. Fraser y K.G. Tobin (Eds.): International Handbook of Science Education, pp. 115-126. Dordrecht: Kluwer Academic Publishers.

DONNELLY, J. (1979). The Work of Popper and Kuhn on the Nature of Science. School Science Review, 60, 489-500.

DONNELLY, J. (2001). Contested terrain or unified Project? 'The nature of science' in the National Curriculum for England and Wales. International Journal of Science Education, 23(2), 181-195.

DRIVER, R., LEACH, J., MILLAR, R. y SCOTT, P. (1996). Young People' s Images of Science. Buckingham: Open University Press.

EDMONDSON, K. (1989). College Students' Conceptions of the Nature of Scientific Knowledge. En D.E. Herget (Ed.): The History and Philosophy of science in Science Teaching, pp. 132-142. Tallahassee, FL: Florida State University.

EFLIN, J.T., GLENNAN, S. y REISCH, R. (1999). The Nature of Science: A Perspective from the Philosophy of Science. Journal of Research in Science Teaching, 36(1), 107-116.

FERNÁNDEZ-MONTORO, I. (2000). Análisis de las concepciones docentes sobre la actividad científica. una propuesta de transformación. Tesis doctoral. Departamento de Didáctica de las Ciencias Experimentales y Sociales. Universitat de València.

FLEURY, S.C. y BENTLEY, M.L. (1991). Educating Elementary Science Teachers: Alternative Conceptions of the Nature of Science. Teaching Education, 3(2), 57-67.

FRANCO, C., DE BARRO, H.L., COLINVAUX, D., KRAPAS, S., QUEROZ, G. y ALVES, F. (1999). From scientists' and inventors' minds to some scientific and technological products: relationship between theories, models, mental models and conceptions. International Journal of Science Education, 21(3), 277-291.

FRASER, B.J. (1977). Popperian and Inductivist Views of Science. Australian Science Teachers Journal, 23(2), 23-29.

GARCÍA ESTAÑ, R., DE PRO, A. y VALCÁRCEL, M.V. (1999). Un estudio de las concepciones de licenciados en Biología y Química sobre la construcción del conocimiento científico. En C. Martínez Losada y S. García Barros (Eds): La Didáctica de las Ciencias. Tendencias actuales, pp. 159-172. La Coruña: Servicio de Publicaciones de la Universidad de La Coruña.

GARRISON, J.W. y BENTLEY, M.L. (1990). Teaching Scientific Method: The Logic of Confirmation and Falsification. School Science and Mathematics, 90(3), 188-197.

GIERE, R.N. (1999a). Del realismo constructivo al realismo perspectivo. En M. Izquierdo (Ed.): Aportación de un modelo cognitivo de ciencia a la enseñanza de las ciencias. Enseñanza de las Ciencias, nº extra, 9-13.

GILBERT, J.K., Ed. (1994). Models and Modelling in Science Education. Hatfield: ASE.

GILBERT, S.W. (1991). Model building and a definition of Science. Journal of Research in Science Teaching, 28(1), 73-79.

GLASSON, G.E. y BENTLEY, M.L. (2000). Epistemological undercurrents in scientists' reporting of research to teachers. Science Education, 84, 469-485.

GRIFFITHS, A.K. y BARMAN, C.R. (1993). Australian Secondary School Students' Concepts Regarding the Nature of Science. Australian Science Teachers Journal, 39(1), 69-71.

GRIFFITHS, A.K. y BARMAN, C.R. (1995). High School Students' Views about the Nature of Science: Results from Three Countries. School Science and Mathematics, 95(5), 248-255.

GRIFFITHS, A.K. y BARRY, M. (1993). High School Students' Views about the Nature of Science. School Science and Mathematics, 93(1), 35-37.

GROSSLIGHT, L., UNGER, C., JAY, E. y SMITH, C.L. (1991). Understanding models and their use in science: conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(8), 799-822.

GUASH, E., DE MANUEL, J. y GRAU, R. (1993). La imagen de la ciencia en alumnos y profesores. La influencia de la ciencia escolar y de los medios de comunicación. Enseñanza de las Ciencias, nº extra (IV Congreso), 77-78.

GUSTAFSON, B.J. y ROWELL, P.M. (1995). Elementary preservice teachers: Constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17(5), 589-605.

HAIDAR, A.H. (1999). Emirates pre-service and in-service teachers' views about the nature of science. International Journal of Science Education, 21(8), 807-822.

HAMMRICH, P.L. y BLOUCH, K.K. (1998). A Cooperative Controversy Lesson Designed To Reveal Students' Conceptions of the 'Nature of Science'. American Biology Teacher, 60(1), 50-51.

HANSWEH, M.Z. (1988). Descriptive studies of students' conceptions in science. Journal of Research in Science Teaching, 25(2), 121-134.

HANSWEH, M.Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63.

HARRES, J.B.S. y PORLÁN, R. (1999). La epistemología evolucionista de Stephen Toulmin y la enseñanza de las ciencias. Investigación en la Escuela, 39, 17-26.

HERRON, M.D. (1969). Nature of Science; Panacea or Pandora's Box? Journal of Research in Science Teaching, 6(1), 105-107.

HILL, D.M. y WHEELER, A.E. (1991). Towards a clearer understanding of students' ideas about science and technology: An exploratory study. Research in Science & Technological Education, 9(2), 125-137.

HOGAN, K. (2000). Exploring a process view of students knowledge about the nature of science. Science Education, 84, 51-70.

IRWIN, A.R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 84(1), 5-26.

JIMÉNEZ, M.P. (1995). Comparando teorías: la reflexión epistemológica sobre la naturaleza de la ciencia en la formación del profesorado. En L.J. Blanco y V. Mellado (Eds.): La formación del profesorado de ciencias y matemáticas en España y Portugal, pp. 267-280. Badajoz: Diputación Provincial.

JUNGWIRTH, E. (1974). Testing for Understanding of the Nature of Science Journal of College. Science Teaching, 3(3), 206-210.

KOULAIDIS, V. (1987). Philosophy of Science in relation to curricular and pedagogical issues. A study of science teacher' s opinions and their implications. Unpublished Thesis, Institute of Education, University of London.

KOULAIDIS, V. y OGBORN, J. (1989). Philosophy of science: An empirical study of teachers' views. International Journal of Science Education, 11(2), 173-184.

KOULAIDIS, V. y OGBORN, J. (1995). Science teachers' philosophical assumptions: how well do we understand them? International Journal of Science Education, 17(3), 273-283.

LAKIN, S. y WELLINGTON, J. (1994). Who will teach the "nature of science"?: teachers' views of science and their implications for science education. International Journal of Science Education, 16(2), 175-190.

LAROCHELLE, M. y DÉSAUTELS, J. (1991). "Of course, it' s just obvious": Adolescents' ideas of scientific knowledge. International Journal of Science Education, 13(4), 373-389.

LEACH, J. (1997). Students' Understanding of the Nature of Science. En G. Welford, J. Osborne y P. Scott (Eds.): Research in Science Education in Europe: Current Issues and Themes, pp. 269-282. London: Falmer Press.

LEACH, J. (1999). Students' understanding of the coordination of theory and evidence in science. International Journal of Science Education, 21(6), 789-806.

LEACH, J., DRIVER, R., MILLAR, R. y SCOT, P. (1997). A study of progression in learning about "the nature of science": issues of conceptualisation and methodology. International Journal of Science Education, 19(2), 147-166.

LEDERMAN, N.G. (1986a). Relating teaching behavior and classroom climate to changes in students' conceptions of the nature of science. Science Education, 70(1), 3-19.

LEDERMAN, N.G. (1986b). Students' and teachers' understanding of the nature of science: A reassessment. School Science and Mathematics, 86(2), 91-99.

LEDERMAN, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.

LEDERMAN, N.G. (1995a). Suchting on the Nature of Scientific Thought: Are We Anchoring Curricula in Quicksand?. Science & Education, 4(4), 371-377.

LEDERMAN, N. (1995b). The Influence of Teachers' Conceptions of the Nature of Science on Classroom Practice: The Story of Five Teachers. En F. Finley, D. Allchin, D. Rhees y S. Fifield (Eds.): Proceedings of the Third International History, Philosophy, and Science Teaching Conference, pp. 656-663. Minneapolis, MN: University of Minnesota.

LEDERMAN, N.G. (1999). Teachers' understanding of the nature of science: Factors that facilitate or impide the relationship. Journal of Research in Science Teaching, 36(8), 916-929.

LEDERMAN, N.G. y ABD-EL-KHALICK, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. En W. McComas (Ed.): The nature of science in science education: Rationales and strategies, pp. 83-126. Dordrecht: Kluwer Academic Publishers.

LEDERMAN, N.G. y DRUGER, M. (1985). Classroom factors related to changes in students' conceptions of the nature of science. Journal of Research in Science Teaching, 22(7), 649-662.

LEDERMAN, N.G. y O'MALLEY, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239.

LEDERMAN, N.G., WADE, P.D. y BELL, R.L. (1998a). Assessing understanding of the nature of science: A historical perspective. En W. McComas (Ed.): The nature of science in science education: Rationales and strategies, pp. 331-350. Dordrecht: Kluwer Academic Publishers.

LEDERMAN, N.G., WADE, P.D. y BELL, R.L. (1998b). Assessing Understanding of the Nature of Science: A Historical Perspective. Science & Education, 7(6), 595-615.

LEDERMAN, N.G. y ZEIDLER, D. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71(5), 721-734.

LEWIN, A.M.F. y LOMÁSCOLO, T.M.M. (1998). La metodologia cientifica em la construcción de conocimientos. Revista Brasileira de Ensino de Física, 20(2), 147-154.

LINN, M.C., BUTLER, S.N. y LEWIS, E.L. (1991). Overview: Students' models and epistemologies of science. Journal of Research in Science Teaching, 28(9), 729-732.

LOVING, C.C. (1991). The scientific theory profile: a philosophy of science model for science teachers. Journal of Research in Science Teaching, 28(8), 823-838.

LUCAS, K.B. y ROTH, W.M. (1996). The Nature of Scientific Knowledge and Student Learning: Two Longitudinal Case Studies. Research in Science Education, 26(1), 103-27.

MACKAY, L.D. (1971). Development of Understanding About the Nature of Science. Journal of Research in Science Teaching, 8(1), 57-66.

MANASSERO, M.A. y VÁZQUEZ, A. (1999). Ideas de los estudiantes sobre la epistemología de la ciencia: modelo, leyes y teorías. Revista de Educación, 320, 309-334.

MANASSERO, M.A. y VÁZQUEZ, A. (2000). Creencias del profesorado sobre la naturaleza de la ciencia. Revista Interuniversitaria de Formación del Profesorado, 37, 187-208.

MANASSERO, M.A. y VÁZQUEZ, A. (2001). Actitudes de estudiantes y profesorado sobre las características de los científicos. Enseñanza de las Ciencias, 19(2), 255-268.

MARCO, B. (1995). La naturaleza de la ciencia en los enfoques CTS. Alambique, 3, 19-29.

MATTHEWS, M.R. (1994). Vino viejo en botellas nuevas: un problema con la epistemología constructivista. Enseñanza de las Ciencias, 12(1), 79-88.

MATTHEWS, M.R. (1998). In Defense of Modest Goals When Teaching about the Nature of Science. Journal of Research in Science Teaching, 35(2), 161-174.

McCOMAS, W.F. (1996). Ten Myths of Science: reexamining what we think we know about the nature of science. School Science and Mathematics, 96(1), 10-16.

McCOMAS, W.F., Ed. (1998). The nature of science in science education: Rationales and strategies. Dordrecht: Kluwer Academic Publishers.

McCOMAS, W.F., CLOUGH, P.M. y ALMAZROA, H. (1998). The role and character of the nature of science in science education. Science & Education, 7(6), 507-509.

McNAY, M. (1988). Educational Research and the Nature of Science. Educational Forum, 52(4), 353-362.

MEICHTRY, Y.J. (1991). The effects of the first-year field test BSCS middle school science program on student understanding of the nature of science. Unpublished DPhil Thesis. Cincinnati, OH: University of Cincinnati.

MEICHTRY, Y.J. (1992). Influencing student understanding of the nature of science: Data from a case of curriculum development. Journal of Research in Science Teaching, 29(4), 389-408.

MEICHTRY, Y.J. (1993). The impact of science curricula on student views about the nature of science. Journal of Research in Science Teaching, 30(5), 429-443.

MEICHTRY, Y.J. (1999). The nature of science and scientific knowledge: Implications for a preservice elementary methods course. Science & Education, 8(3), 273-286.

MELLADO, V. (1995). Concepciones de los profesores de ciencias en formación y práctica de aula. En L. Blanco y V. Mellado (Eds.): La formación del profesorado de ciencias y matemáticas en España y Portugal, pp. 309-325. Badajoz: Diputación Provincial.

MELLADO, V. (1996). Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundaria. Enseñanza de las Ciencias, 14(3), 289-302.

MELLADO, V. (1997). Preservice Teachers' Classroom Practice and Their Conceptions of the Nature of Science. Science & Education, 6(4), 331-354.

MELLADO, V. (1998a). La investigación sobre el profesorado de ciencias experimentales. En E. Banet y A. de Pro (Eds.): Investigación e Innovación en la Enseñanza de las Ciencias. Vol I, pp. 272-283. Murcia: DM.

MELLADO, V. (1998b). Preservice Teachers' Classroom Practice and Their Conceptions of the Nature of Science. En B.J. Fraser y K.G. Tobin (Eds.): International Handbook of Science Education, pp. 1093-1110. Dordrecht: Kluwer Academic Publishers.

MELLADO, V. y CARRACEDO, D. (1993). Contribuciones de la filosofía de la ciencia a la didáctica de las ciencias. Enseñanza de las Ciencias, 11(3), 331-339.

MEYLING, H. (1997). How to change students' conceptions of the epistemology of science. Science & Education, 6(4), 397-410.

MILLAR, R.M. (1989). Doing Science: Images of Science in Science Education. London: Falmer Press.

MILLAR, R.M. (1994). What is Scientific Method and Can it be Taught? En R. Levinson (Ed.): Teaching Science, pp. 164-177. London: Routledge and Open University.

MILLAR, R.M., DRIVER, R., LEACH, J. y SCOTT, P. (1993). Students awareness of science as a social enterprise. Center for Studies in Science and mathematics Education, Leeds University/York University Science Education Group.

MILNE, C. y TAYLOR, P.C. (1995). Metaphors as Global Markers for Teachers' Beliefs about the Nature of Science. Research in Science Education, 25(1), 39-49.

MURCIA, K. y SCHIBECI, R.A. (1999). Primary student teachers' conceptions of the nature of science. International Journal of Science Education, 21(11), 1123-1140.

NADEAU, R. y DÉSAUTELS, J. (1984). Epistemology and the teaching of science. Ottawa: Science Council of Canada.

NEWTON, D.P. y NEWTON, L.D. (1992). Young children's perceptions of science and the scientist. International Journal of Science Education, 14(3), 331-348.

NEWTON, L.D. y NEWTON, D.P. (1998). Primary children's conceptions of science and the scientist: is the impact of a National Curriculum breaking down the stereotype? International Journal of Science Education, 20(9), 1137-1149.

NISSANI, M.(1996). Dancing Flies: A Guided Discovery Illustration of the Nature of Science. American Biology Teacher, 58(3), 166-171.

NOTT, M. (1994). Teaching Physics and the Nature of Science Together: A Case Study. Physics Education, 29(3), 170-176.

NOTT, M. y WELLINGTON, J. (1998). Eliciting, interpreting and developing teachers' understanding of the nature of science. Science & Education, 7(6), 579-594.

NOTT, M. y WELLINGTON, J. (1995). Critical Incidents in the Science Classroom and the Nature of Science. School Science Review, 76, 41-46.

OGUNNIYI, M.B. (1982). An analysis of prospective science teachers' understanding of the nature of science. Journal of Research in Science Teaching, 19(1), 25-32.

OST, D.H. (1973). The Nature of Science, Self-Actualization, and Science Teacher Education. Science Education, 57(4), 521-524.

PALMQUIST, B.C. y FINLEY, F.N. (1997). Preservice Teachers' Views of the Nature of Science during a Postbaccalaureate Science Teaching Program. Journal of Research in Science Teaching, 34(6), 595-615.

PALMQUIST, B.C. y FINLEY, F.N. (1998). A Response to Bell, Lederman, and Abd-El Khalick's Explicit Comments. Journal of Research in Science Teaching, 35(9), 1063-1064.

PETRUCCI, D. y DIBAR-URE, M.C. (2001). Imagen de la ciencia en alumnos universitarios: una revisión y resultados. Enseñanza de las Ciencias, 19(2), 217-229.

POMEROY, D. (1993). Implications of teachers' beliefs about the nature of science: comparison of the beliefs of scientist, secondary science teachers and elementary teachers. Science Education, 77(3), 261-278.

PORLÁN, R. (1994). Las concepciones epistemológicas de los profesores: el caso de los estudiantes de Magisterio. Investigación en la Escuela, 22, 67-84.

PORLÁN, R. (1995). Las creencias pedagógicas y científicas de los profesores. Enseñanza de Ciencias de la Tierra, 3(1), 7-13.

PORLÁN, R. y RIVERO, A. (1998). El conocimiento de los profesores. Sevilla: Díada.

PRAIA, J. y CACHAPUZ, F. (1994). Un análisis de las concepciones acerca del conocimiento científico de los profesores portugueses de Enseñanza Secundaria. Enseñanza de las Ciencias, 12(3), 350-354.

RAMPAL, A. (1992). Images of science and scientists: A study of school teachers' views. I. Characteristics of scientists. Science Education, 76(4), 415-436.

RAY, C. (1991). Breaking free from dogma: philosophical prejudice in Science Education. Science Education, 75(1), 87-93.

REBOLLO, M. (1998). Algunas visiones del profesorado de ciencias en formación inicial de Secundaria sobre la naturaleza de la ciencia. En E. Banet y A. de Pro (Eds.): Investigación e Innovación en la Enseñanza de las Ciencias. Vol I, pp. 294-303. Murcia: DM.

ROBINSON, J.T. (1965). Science Teaching and the Nature of Science. Journal of Research in Science Teaching, 3(1), 37-50.

ROBINSON, J.T. (1968). The Nature of Science and Science Teaching. San Francisco, CA: Wadsworth.

ROBINSON, J.T. (1998a). Reflections on science teaching and the nature of science. Science & Education, 7(6), 635-642.

ROBINSON, J.T. (1998b). The nature of science and science teaching. Science & Education, 7(6), 635-642. [Versión original, 1965].

ROTH, W.M., BURNABY, B.C. y ROYCHOUDHURY, A. (1993). The nature of scientific knowledge, knowing and learning: the perspectives of four physics students. International Journal of Science Education, 15(1), 27-44.

ROTH, W.M. y LUCAS, K.B. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talks about scientific knowledge. Journal of Research in Science Teaching, 34, 145-179.

ROWELL, J.A. y CAWTHRON, E.R. (1982). Images of science: An empirical study. European Journal of Science Education, 4(1), 79-94.

RUBBA, P.A. y ANDERSEN, H.O. (1978). Development of an instrument to assess secondary students' understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458.

RUBBA, P.A. y HARKNESS, W.L. (1993). Examination of Preservice and In-Service Secondary Science teachers' beliefs about Science-Technology-Society interactions. Science Education, 77(4), 407-431.

RUBBA, P.A., HORNER, J. y SMITH, J.M. (1981). A study of two misconceptions about the nature of science among junior-high-school students. School Science and Mathematics, 81(3), 221-226.

RUGGIERI, R., TARSITANI, C. y VICENTINI, M. (1993). The images of science of teachers in Latin countries. International Journal of Science Education, 15(4), 383-393.

RYAN, A.G. y AIKENHEAD, G.S. (1992). Students' preconceptions about the epistemology of Science. Science Education, 76(6), 559-580.

RYDER, J., LEACH, J. y DRIVER, R. (1999). Undergraduate science students' images of science. Journal of Research in Science Teaching, 36(2), 201-220.

SCHARMANN, L.C. (1988a). Locus of Control: A Discriminator of the Ability to Foster an Understanding of the Nature of Science among Preservice Elementary Teachers. Science Education, 72(4), 453-465.

SCHARMANN, L.C. (1988b). The Influences of Sequenced Instructional Strategy and Locus of Control on Preservice Elementary Teachers' Understanding of the Nature of Science. Journal of Research in Science Teaching, 25(7), 589-604.

SCHARMANN, L.C. y HARRIS, W.M. JR. (1992). Teaching Evolution: Understanding and Applying the Nature of Science. Journal of Research in Science Teaching, 29(4), 375-388.

SCHAUBLE, L., KLOPFER, L.E., y RAGHAVAN, K. (1991). Students' transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching, 28(8), 859-882.

SCHIBECI, R.A. (1986). Images of science and scientists and science education. Science Education, 70(2), 139-149.

SMITH, M.U., LEDERMAN, N.G., BELL, R.L., McCOMAS, W.F. y CLOUGH, M.P. (1997). How Great Is the Disagreement about the Nature of Science: A Response to Alters. Journal of Research in Science Teaching, 34(10), 1101-1103.

SMITH, M.U. y SCHARMANN, L.C. (1999). Defining versus describing the nature of science: a pragmatic analysis of classroom teachers and science education. Science Education, 83(4), 493-509.

SOLOMON, J. (1991). Teaching about the nature of science in the British National Curriculum. Science Education, 75(1), 95-104.

SOLOMON, J. (1995). Higher Level understanding of the nature of science. School Science Review, 76, 15-22.

SOLOMON, J., DUVEEN, J. y SCOTT, L. (1994). Pupils' images of scientific epistemology. International Journal of Science Education, 16(3), 361-373.

SOLOMON, J., SCOTT, L. y DUVEEN, J. (1996). Large scale exploration of pupils' understanding of the nature of science. Science Education, 80(5), 493-508.

SONGER, N.B. y LINN, M.C. (1991). How do students' views of science influence knowledge integration. Journal of Research in Science Teaching, 28(8), 761-784.

SPEERING, W. y RENNIS, L. (1996). Student' s perceptions about science: The impact of transition from primary to secondary school. Research in Science Education, 26, 611-628.

STEIN, S.J. y McROBBIE, C.J. (1997). Student' s conceptions of science across the years of schooling. Research in Science Education, 27, 611-628.

STEVENS, R.J. (1988). Human Nature and the Nature of Science. American Biology Teacher, 50(6), 354-361.

SUCHTING, W.A. (1995). The Nature of Scientific Thought. Science & Education, 4(1), 1-22.

TAMIR, P. (1994). Israeli students' conceptions of science and views about the scientific enterprise. Research in Science & Technological Education, 12(2), 99-116.

THOMAZ, M.F., CRUZ, M.N., MARTINS, I.P. y CACHAPUZ, A.F. (1996). Concepciones de futuros profesores del primer ciclo de Primaria sobre la naturaleza de la ciencia: contribuciones de la formación inicial. Enseñanza de las Ciencias, 14(3), 315-322.

TOBIN, K. y McROBBIE, C.J. (1997). Beliefs about the Nature of Science and the Enacted Science Curriculum. Science & Education, 6(4), 331-354.

TSAI, C.C. (1996). The interrelationships between junior high school students' scientific epistemological beliefs, learning environment preferences and cognitive structure outcomes. Unpublished doctoral dissertation. Teachers College, Columbia University.

TSAI, C.C. (1998a). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82(4), 473-489.

TSAI, C.C. (1998b). An analysis of Taiwanese eighth graders' science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory. International Journal of Science Education, 20(4), 413-425.

TSAI, C.C. (1999). The progression toward constructivist epistemological views of science: A case study of Taiwanese high school female students. International Journal of Science Education, 21(11), 1201-1222.

TSAI, C.C. (2000). The effects of STS-oriented instruction on female tenth graders' cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22(10), 1099-1115.

VAUGHAN, D.K. (1990). The image of the engineer in the popular imagination, 1880-1890. Bulletin of Science, Technology, and Society, 10(5-6), 301-304.

VÁZQUEZ, A., ACEVEDO, J.A., MANASSERO, M.A. y ACEVEDO, P. (2001). Cuatro paradigmas básicos sobre la naturaleza de la ciencia. Argumentos de Razón Técnica, 4 (en prensa).

VÁZQUEZ, A. y MANASSERO, M.A. (1997a). Creencias de los estudiantes sobre las interacciones de la sociedad con la ciencia y la tecnología. Enseñanza de las Ciencias, nº extra (V Congreso), 503-504.

VÁZQUEZ, A. y MANASSERO, M.A. (1997b). Escribir sobre ciencia: la imagen de la ciencia y de los científicos entre los adolescentes. Cultura y Educación, 6/7, 181-206.

VÁZQUEZ, A. y MANASSERO, M.A. (1997c). La imagen de los científicos en estudiantes de secundaria. Bordón, 49(3), 221-236.

VÁZQUEZ, A. y MANASSERO, M.A. (1999). Características del conocimiento científico: creencias de los estudiantes. Enseñanza de las Ciencias, 17(3), 377-395.

VIRA, S. (1997). The Nature of Science in a Multicultural Context. Multicultural Teaching, 15(3), 28-32.

WELCH, C.A. (1972). Evolution Theory and the Nature of Science. The Science Teacher, 39(1), 26-28.

WILLIAMS, J. (1991). Theories of the Earth and the Nature of Science. School Science Review, 73, 7-15.

WILSON, L. (1954). A study of opinions related to the nature of science and its purpose in society. Science Education, 38(2), 159-164.

ZEIDLER, D.L. y LEDERMAN, N.G. (1989). The effects of teachers' language on students' conceptions of the nature of science. Journal of Research in Science Teaching, 26(9), 771-783.

Historia, Filosofía y Sociología de la Ciencia (164)

ABD-EL-KHALICK F. (1998). The influence of history of science course on students' conceptions of the nature of science. Unpublished doctoral dissertation. Oregon: Oregon State University.

ABD-EL-KHALICK, F. y LEDERMAN, N.G. (2000). The influence of History of Science Course on Students' Views of Nature of Science. Journal of Research in Science Teaching, 37(10), 1057-1095.

ABIMBOLA, I. (1983). The relevance of the 'new' philosophy of science for the science curriculum. School Science and Mathematics, 83(2), 181-193.

ÁLVAREZ, R.M. (1996). Las controversias científicas. Sus implicaciones didácticas y su utilidad mediante un ejemplo: la controversia sobre la edad de la Tierra. Alambique, 8, 63-69.

ÁLVAREZ-LIRÉS, M. (1999). La utilización de la historia de la ciencia y de la técnica en la enseñanza y formación del profesorado. En C. Martínez Losada y S. García Barros (Eds): La Didáctica de las Ciencias. Tendencias actuales, pp. 629-638. La Coruña: Servicio de Publicaciones de la Universidad de La Coruña.

BENSON, G.D. (1989). Epistemology and science curriculum. Journal of Curriculum Studies, 21(4), 329-344.

BICKHARD, M.H. (1997). Constructivism and Relativism: A Shopper' s Guide. Science & Education, 6(1-2), 29-42.

BIZZO, N.M. (1993). Historia de la Ciencia y Enseñanza de la Ciencia: ¿Qué paralelismo cabe establecer? Comunicación, Lenguaje y Educación, 18, 5-14.

BRICKHOUSE, N.W. (1989). The teaching of philosophy of science in secondary classrooms: case studies of teachers' personal theories. International Journal of Science Education, 11(4), 437-449.

BRUSH, S.G. (1991). Historia de la Ciencia y la Enseñanza de las Ciencias. Comunicación, Lenguaje y Educación, 11/12, 169-180.

BURBULES, N. y LINN, M. (1991). Science education and philosophy of science: congruence or contradiction? International Journal of Science Education, 13(3), 227-241.

BYBEE, R., ELLIS, J.D., GIESE, J.R. y PARISI, L., Eds. (1992). Teaching about the History and Nature of Science and Technology. Colorado Springs, CO: Background Papers, BSCS/ SSEC.

BYBEE, R.W., ELLIS, J.D. y MATTHEWS, M.R. (1992). Teaching about the History and nature of Science and Technology: An introduction. Journal of Research in Science Teaching, 29(4), 327-329.

BYBEE, R.W., POWELL, J.C., ELLIS, J.D., GIESE, J.R., PARISI, L. y SINGLETON, L. (1991). Integrating the history and nature of science and technology in science and social studies curriculum. Science Education, 75(1), 143-155.

CACHAPUZ, A. (1994). Filosofia da cience e ensino da quimica: Repensar o papel do trabalho experimental. En L. Montero y J.M. Vez (Eds.): Las didácticas específicas en la formación del profesorado II (I), pp. 357-364. Santiago de Compostela: Tórculo.

CARRASCOSA, J. y GIL, D. (1992). Approaching Pupils Learning to Scientific Construction of Knowledge: Some Implications of the History and Philosophy of Science in Science Teaching. Proceedings in the Second International Conference on History and Philosophy of Science in Science Teaching, pp. 375-389. Kingston, Ontario (Canadá).

CASTRO, R.S. y CARVALHO, A.M.P. (1995). The Historic Approach in Teaching: Analysis of an Experience. Science & Education, 4(1), 65-85.

CATALÁN, A. y CATANY, M. (1986). Contra el mito de la neutralidad de la ciencia: el papel de la historia. Enseñanza de las Ciencias, 4(2), 163-166.

CHALMERS, A. (1999). Twenty years on: Adding the cat' s whiskers. Science & Education, 8(4), 327-338.

CHANG, H. (1999). History and philosophy of science as a continuation of science by other means. Science & Education, 8(4), 413-425.

CLARKE, S. (1999). Empiricism, capacities and experiments. Science & Education, 8(4), 363-374.

COBB, P., WOOD, T. y YACHEL, E. (1991). Analogies from the Philosophy and Sociology of Science for Understanding Classroom Life. Science Education, 75(1), 23-44.

COHEN, I.B. (1993). A Sense of History in Science. Science & Education, 2(3), 251-277.

CUNNINGHAM, C.M. y HELMS, J.V. (1998). Sociology of science as a means to a more authentic, inclusive science education. Journal of Research in Science Teaching, 35(5), 483-499.

CURRAIS, J. y PÉREZ-FROIZ, M. (1993). Epistemología y enseñanza de las ciencias: implicaciones en la formación del profesorado. En L. Montero y J.M. Vez (Eds.): Las didácticas específicas en la formación del profesorado II (I), pp. 419-424. Santiago de Compostela: Tórculo.

DAVSON-GALLE, P. (2000). Contra Garrisonian Social Constructivism. Science & Education, 9(6), 611-614.

DE HART-HURD, P. (1990). Historical and philosophical insights on scientific literacy. Bulletin of Science, Technology, and Society, 10(3), 133-136.

DÉSAUTELS, J., LAROCHELLE, M., GAGNÉ, B. y RUEL, F. (1993). La Formation à l' Enseignement des Sciences: Le Virage Épistemologique. Didaskalia, 1, 49-67.

DRAGO, A. (1994). Mach's Thesis: Thermodynamics as the Basic Theory for Physics Teaching. Science & Education, 3(2), 189-198.

DUSCHL, R.A. (1985). Science Education and Philosophy of Science: Twenty-five years of mutually exclusive development. School Science and Mathematics, 85(7), 541-555.

DUSCHL, R.A. (1988). Abandoning the scientistic legacy of science education. Science Education, 72(1), 51-62.

DUSCHL, R.A. (1993). Research on the History and Philosophy of Science. En D. Gabel (Ed.): Handbook of Research on Science Teaching and Learning, pp. 443-456. New York: MacMillan.

DUSCHL, R.A. y HAMILTON, R.J., Eds. (1992). Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice. Albany, NY: State University of New York Press.

ELKANA, Y. (2000). Science, Philosophy of Science and Science Teaching. Science & Education, 9(5), 463-486. [Versión original, 1970].

FERNÁNDEZ-GONZÁLEZ, M. (1997). La Historia de la Ciencia en la enseñanza de las ciencias. En R. Jiménez y A. Wamba (Eds.): Avances en la Didáctica de las Ciencias Experimentales, pp. 225-232. Huelva: Servicio de Publicaciones de la Universidad de Huelva.

FILLON, P. (1991). Histoire des Sciences et reflexion epistemologiques des elèves. Aster, 12, 91-120.

FINLEY, F., ALLCHIN, D., RHEES, D. y FIFIELD, S., Eds. (1995). Proceedings of the Third International History, Philosophy, and Science Teaching Conference. Minneapolis, MN: University of Minnesota.

FOUREZ, G.M. (1994). La construcción del conocimiento científico. Filosofía y ética de la ciencia. Narcea, Madrid.

FOUREZ, G.M., ENGLEBERT-LECOMTE, V. y MATHY, P. (1997). Nos savoirs sur nos savoirs. Un lexique d' epistemologie pour l' enseignement. Bruxelles: De Boeck Université. Traducción castellana (1997): Saber sobre nuestros saberes. Un léxico epistemológico para la enseñanza. Buenos Aires: Ed. Colihue.

GALE, G. (1981). I Ain't A-gonna Dry Lab No More or Some Thoughts on the Curious but Significant Relation Between Science Education and The Philosophy of Science. Journal of College Science Teaching, 10(6), 342-345.

GALLAGHER, J.J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121-133.

GARRISON, J. (1997). An alternative to Von Glasersfeld' s subjetivism in science education: Deweyan social constructivism. Science & Education, 6(3), 301-312. Reproducido corregido en Science & Education, 6(6), 543-554.

GARRISON, J. (2000). A reply to Davson-Galle. Science & Education, 9(6), 615-620.

GEDDIS, A.N. (1988). Using Concepts from Epistemology and Sociology in Teacher Supervision. Science Education, 72(1), 1-18.

GEELAN, D.R. (1997). Epistemological Anarchy and the Many Forms of Constructivism. Science & Education, 6(1-2), 15-28.

GIANNETTO, E. (1993). The Impetus Theory: Between History of Physics and Science Education. Science & Education, 2(3), 227-238.

GIERE, R.N. (1985). Constructive Realism. En P.M. Churchland y C.A. Hooker (Eds.): Images of Science, pp. 75-98. Chicago, IL: University of Chicago Press.

GIERE, R.N. (1999a). Del realismo constructivo al realismo perspectivo. En M. Izquierdo (Ed.): Aportación de un modelo cognitivo de ciencia a la enseñanza de las ciencias. Enseñanza de las Ciencias, nº extra, 9-13.

GIERE, R.N. (1999b). Didáctica de la ciencia basada en el agente. Roles para la filosofía de la ciencia y las ciencias cognitivas. En M. Izquierdo (Ed.): Aportación de un modelo cognitivo de ciencia a la enseñanza de las ciencias. Enseñanza de las Ciencias, nº extra, 5-7.

GIL, D. (1993). Contribución de la historia y la filosofía de las ciencias al desarrollo de un modelo de enseñanza-aprendizaje. Enseñanza de las Ciencias, 11(2), 197-212.

GOOD, R.G. y DEMASTES, S. (1995). The Diminished Role of Nature in Postmodern Views of Science and Science Education. En F. Finley, D. Allchin, D. Rhees y S. Fifield (Eds.): Proceedings of the Third International History, Philosophy, and Science Teaching Conference, pp. 480-487. Minneapolis, MN: University of Minnesota.

GOOD, R.G., WANDERSEE, J. y ST JULIEN, J. (1993). Cautionary Notes on the Appeal of the New "Ism" (Constructivism) in Science Education. En K. Tobin (Ed.): Constructivism in Science and Mathematics Education, pp. 71-90. Washington, DC: AAAS.

GOTSCHL, J. (1990). Philosophical and scientific conceptions of Nature and the place of responsibility. International Journal of Science Education, 12(3), 288-296.

GRANDY, R.E. (1997). Constructivisms and Objectivity Disentangling Metaphysics from Pedagogy. Science & Education, 6(1-2), 43-53.

GUILBERT, L. y MELOCHE, D. (1993). L' idée de science chez des enseignants en formation: Un lien entre l' histoire des sciences et l' hétérogénéité des visions? Didaskalia, 2, 7-30.

HAGGERTY, S.M. (1992). Student teachers' perceptions of science and science teaching. En S. Hills (Ed.): Proceedings of the Second International Conference on the History and Philosophy of Science and Science Teaching, pp. 483-494. Kingston: Ontario Queen's University.

HARDING, P. y HARE, W. (2000). Portraying science accurately in classrooms: emphasizing open-mindedness rather than relativism. Journal of Research in Science Teaching, 37(3), 225-236.

HARDY, M.D. y TAYLOR, P.C. (1997). Von Glasersfeld' s radical constructivism: a critical review. Science & Education, 6(1-2), 135-150.

HEERING, P. (2000). Getting Shocks: Teaching Secondary School Physics through History. Science & Education, 9(4), 363-373.

HERGET, D.E., Ed. (1989). The History and Philosophy of science in Science Teaching. Tallahassee, FL: Florida State University.

HILLS, S., Ed. (1992). The History and Philosophy of Science in Science Education. Kingston (Canadá). Queen' s University.

HODSON, D. (1985a). Philosophy of science and the science curriculum. Journal of Philosophy of Education, 20, 241-251.

HODSON, D. (1985b). Philosophy of science, science and science education. Studies in Science Education, 12, 25-57.

HODSON, D. (1986a). Rethinking the role and status of observation in science education. Journal of Curriculum Studies, 18(4), 381-396.

HODSON, D. (1986b). The nature of scientific observation. School Science Review, 68, 17-29.

HODSON, D. (1988). Toward a philosophically more valid science curriculum. Science Education, 72(1), 19-40.

HODSON, D. (1990). A Critical Look at Practical Work in School Science. School Science Review, 71, 33-40.

HODSON, D. (1992). Assessment of Practical Work: Some Considerations in Philosophy of Science. Science & Education, 1(2), 115-144.

HODSON, D. (1993a). Philosophic Stance of Secondary School Science Teachers, Curriculum Experiences, and Children' s Understanding of Science: Some Preliminary Findings. Interchange, 24(1-2), 41-52.

HODSON, D. (1993b). Re-thinking old ways: towards a more critical approach to practical work in school science. Studies in Science Education, 22, 85-142.

HODSON, D. (1993c). Teaching and learning about science: considerations in the philosophy and sociology of science. En D. Edwards, E. Scanlon y D. West (Eds.): Teaching, Learning and Assessment in Science Education, pp. 25-57. London: Paul Chapman/Open University.

HODSON, D. (1999). Trabajo de laboratorio como método científico: tres décadas de confusión y distorsión. Revista de Estudios del Currículum, 2(2), 52-83.

IZQUIERDO, M. (1996). Relación entre la historia y la filosofía de la ciencia y la enseñanza de las ciencias. Alambique, 8, 7-21.

JENKINS, E.W. (2000). Constructivism in School Science Education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9(6), 599-610.

JIMÉNEZ, M.P. (1996). La variabilidad en la descendencia: comparación de teorías explicativas. Alambique, 8, 33-41.

KING, B.B. (1991a). Beginning teachers' knowledge of and attitudes toward history and philosophy of science. Science Education, 75(1), 135-141.

KING, B.B. (1991b). Integrating the History and Nature of Science and Technology in Science and Social Studies Curriculum. Science Education, 75(1), 143-155.

KIRSCHNER, P.A. (1992). Epistemology, practical work and academic skills in science education. Science & Education, 1(2), 273-299.

KLOPFER, L.E. (1969a). Case Histories and Science Education. San Francisco, CA: Wadsworth.

KLOPFER, L.E. (1969b). The Teaching of Science and the History of Science. Journal of Research in Science Teaching, 6(1), 87-95.

KLOPFER, L.E. (1992). An Historical Perspective on the History and Nature of Science in School Science Programs. En R. Bybee, J.D. Ellis, J.R. Giese y L. Parisi (Eds.): Teaching about the History and Nature of Science and Technology, pp. 105-130. Colorado Springs, CO: Background Papers, BSCS/SSEC.

KRAGH, H. (1998). Social constructivism, the gospel of science, and the teaching of physics. Science & Education, 7(3), 231-243.

KRANZBERG, M. (1990). The uses of History in studies of Science, Technology and Society. Bulletin of Science, Technology, and Society, 10(1), 6-11.

LACEY, H. (1999a). On cognitive and social values: A reply to my critics. Science & Education, 8(1), 89-103.

LACEY, H. (1999b). Scientific understanding and the control of nature. Science & Education, 8(1), 13-35.

LEWIS, A.O. (1990). STS historical perspectives. Bulletin of Science, Technology, and Society, 10(5-6), 254-258.

LOMBARDI, O. (1999). Aristotelian physics in the context of teaching science: A historical-philosophical approach. Science & Education, 8(3), 217-239.

LOVING, C. y COBERN, W.W. (2000). Invoking Thomas Kuhn: What citation analysis reveals about Science Education. Science & Education, 9(1-2), 187-206.

MACHAMER, P. (1998). Philosophy of Science: An overview for educators. Science & Education, 7(1), 1-11.

MACHAMER, P. y DOUGLAS, H. (1999). Cognitive and social values. Science & Education, 8(1), 45-54.

MARCO, B. (1996). Aproximación didáctica a textos científicos originales. Alambique, 8, 53-62.

MARCO, B., GONZÁLEZ, A. y SIMO, A. (1986). La perspectiva histórica en el aprendizaje de las ciencias. Narcea, Madrid.

MATTHEWS, M.R. (1990). History, Philosophy, and Science Teaching: A rapprochement. Studies in Science Education, 18, 25-51.

MATTHEWS, M.R., Ed., (1991a). History, Philosophy and Science Teaching: Selected Reading. Toronto (Canadá): Ontario Institute for Studies in Education.

MATTHEWS, M.R. (1991b). Un lugar para la historia y la filosofía de la enseñanza de las ciencias. Comunicación, Lenguaje y Educación, 11-12, 141-145.

MATTHEWS, M.R. (1992a). Constructivism and empiricism: An incomplete divorce. Research in Science Education, 22, 299-307.

MATTHEWS, M.R. (1992b). Constructivism and the Empiricist Legacy. En M.K. Pearsall (Ed.): Scope, Sequence and Coordination of Secondary School Science: Relevant Research, pp. 183-196 Washington, DC: National Science Teachers Association.

MATTHEWS, M.R. (1992c). History, Philosophy, and Science Teaching: The present rapprochement. Europhysics Conference Abstracts, 16 G, pp. 23-59. International Conference on History of the Physical-Mathematical Sciences and the Teaching of Sciences, Madrid.

MATTHEWS, M.R. (1992d). History, Philosophy, and Science Teaching: The present rapprochement. Science & Education, 1(1), 11-47.

MATTHEWS, M.R. (1992e). Old Wine in New Bottles: A Problem with Constructivist Epistemology. En H. Alexander (Ed.): Philosophy of Education 1992. (Proceedings of the Forty-Eighth Annual Meeting of the Philosophy of Education Society), pp. 303-311. Urbana, IL: Philosophy of Education Society.

MATTHEWS, M.R. (1993). Constructivism and science Education: Some Epistemological Problems. Journal of Science Education and Technology, 2, 359-370.

MATTHEWS, M.R. (1994a). Historia, filosofía y enseñanza de las ciencias: la aproximación actual. Enseñanza de las Ciencias, 12(2), 255-277.

MATTHEWS, M.R. (1994b). Philosophy of Science and Science Education. En T. Husen y T.N. Postlethwaite (Eds.): International Encyclopedia of Education. (2nd edition), pp. 4461-4464. London: Pergamon Press.

MATTHEWS, M.R. (1994c). Science Teaching: The Role of History and Philosophy of Science. New York: Routledge.

MATTHEWS, M.R. (1994d). Vino viejo en botellas nuevas: un problema con la epistemología constructivista. Enseñanza de las Ciencias, 12(1), 79-88.

MATTHEWS, M.R. (1997a). A bibliography for philosophy and constructivism in Science Education. Science & Education, 6(1-2), 197-201.

MATTHEWS, M.R. (1997b). Introductory comments on philosophy and constructivism in Science Education. Science & Education, 6(1-2), 5-14.

MATTHEWS, M.R. (1997c). James T. Robinson's Account of Philosophy of Science and Science Teaching: Some Lessons for Today from the 1960s. Science Education, 81(3), 295-315.

MATTHEWS, M.R. (1998a). Constructivism and Science Education: Some epistemological problems. Dordrecht: Kluwer Academic Publishers.

MATTHEWS, M.R. (1998b). The Nature of Science and Science Teaching. En B.J. Fraser y K.G. Tobin (Eds.): International Handbook of Science Education, pp. 981-989. Dordrecht: Kluwer Academic Publishers.

MATTHEWS, P. (1997). Problems with Piagetian Constructivism. Science & Education, 6(1-2), 105-117.

MONK, M. y OSBORNE, J. (1997). Placing the history and philosophy of science on the curriculum: a model for the development of pedagogy. Science Education, 81, 405-424.

MORENO, A. (1995). Historia de la ciencia: una posible contribución a la formación del profesorado. En L. Blanco y V. Mellado (Eds.): La formación del profesorado de ciencias y matemáticas en España y Portugal, pp. 345-360. Badajoz: Diputación Provincial.

MORENO, A. (2000). La historia de la ciencia: ¿saber útil o curioso complemento? Alambique, 24, 99 -112.

NIAZ, M. (2001). How Important are the Laws of Definite and Multiple Proportions in Chemistry and Teaching Chemistry? A History and Philosophy of Science Perspective. Science & Education, 10, 243-266.

NIELSEN, H. y THOMSON, P.V. (1990). History and philosophy of science in physics education. International Journal of Science Education, 12(3), 308-316.

NOLA, R. (1995). Objectivism and Constructivism in Knowledge, Science and Science Education. En F. Finley, D. Allchin, D. Rhees y S. Fifield (Eds.): Proceedings of the Third International History, Philosophy, and Science Teaching Conference, pp. 834-847. Minneapolis, MN: University of Minnesota.

NOLA, R. (1997). Constructivism in science and in science education. A philosophical critique. Science & Education, 6(1-2), 55-83.

NOLA, R. (1999). On the possibility of a scientific theory of scientific method. Science & Education, 8(4), 427-439.

NOLA, R. (2000). Saving Kuhn from the sociologits of science. Science & Education, 9(1-2), 77-90.

O'BRIEN, G.E. y KORTH, W.W. (1991). Teachers' Self-Examination of Their Understanding of the Nature of Science: A History and Philosophy Course Responsive to Science Teachers' Needs. Journal of Science Teacher Education, 2(4), 94-100.

OGBORN, J. (1997). Constructivist metaphors of learning science. Science & Education, 6(1-2), 121-133.

OGUNNIYI, M.B. (1982). Relative effects of a history/philosophy of science course on student teachers' performance on two models of science. Research in Science & Technological Education, 1(2), 193-199.

OHLSSON, S. (1995). Epistemic Obstacles and the Marriage of Fantasy to Rigor: A Response to Suchting. Science & Education, 4(4), 379-389.

OHLSSON, S. (2000). Falsification, anomalies and the naturalistic approach to cognitive change. Science & Education, 9(1-2), 173-186.

OSBORNE, J.F. (1996). Beyond constructivism. International Journal of Science Education, 80(1), 53-82.

OTTE, M. (1998). Limits of constructivism: Kant, Piaget and Peirce. Science & Education, 7(5), 425-450.

PEDRINACI, E. (1996). Por unas fructíferas relaciones entre la historia, la filosofía de la ciencia y la educación científica. Alambique, 8, 4-6.

PERALES, F.J. (1990). La enseñanza de la Historia de las Ciencias en la Escuela Universitaria de Magisterio de Granada: Análisis de experiencias históricas. En R. Codina y R. Llobera (Eds.): Història, Ciència i Ensenyament. pp. 91-102. Barcelona.

PÉREZ DE EULATE, L. (1996). La historia de la ciencia como hilo conductor de una unidad didáctica. Un ejemplo concreto: la respiración humana. Alambique, 8, 71-79.

PESSOA DE CARVALHO, A.M. e INFANTOSI VANNUCCHI, A. (2000). History, Philosophy and Science Teaching: Some answers to "how"? Science & Education, 9(5), 427-448.

PHILLIPS, D.C. (1997). Coming to grips with radical social constructivism. Science & Education, 6(1-2), 85-104.

PORLÁN, R. (1993). Constructivismo y escuela. Sevilla: Díada.

RAY, C. (1991). Breaking free from dogma: philosophical prejudice in Science Education. Science Education, 75(1), 87-93.

REEVES, B.J. y NEY, C. (1992). Positivist and constructivist understanding about science and their implications for STS teaching and learning. Bulletin of Science, Technology, and Society, 12(4-5), 195-199.

RIESS, F. (2000). History of Physics in Science Training in Oldenburg. Science & Education, 9(4), 399-402.

SEROGLOU, F., KOUMARAS, P. y TSELFES, V. (1998). History of science and instructional design: the case of electromagnetism. Science & Education, 7(3), 261-280.

SHORTLAND, M. y WARWICK, A.,Eds. (1989). Teaching the History of Science. London: Blackwell.

SIEGEL, H. (1993). Naturalized Philosophy of Science and Natural Science Education. Science & Education, 2(1), 57-68.

SLEZAK, P.A. (1994a). Sociology of Science and Science Education: Part I. Science & Education, 3, 265-294.

SLEZAK, P.A. (1994b). Sociology of Science and Science Education: Part II. Science & Education, 3, 329-356.

SOLBES, J. y TRAVER, M.J. (1996). La utilización de la historia de las ciencias en la enseñanza de la física y química. Enseñanza de las Ciencias, 14(1), 103-112.

SOLBES, J. y TRAVER, M. (2001). Resultados obtenidos introduciendo Historia de la Ciencia en las clases de Física y Química: mejora de la imagen de la ciencia y desarrollo de actitudes positivas. Enseñanza de las Ciencias, 19(1), 151-161.

SOLOMON, J. (1994). The Rise and Fall of Constructivism. Studies in Science Education, 23, 1-19.

SOLOMON, J., DUVEEN, J., SCOT, L. y McCARTHY, S. (1992). Teaching about the nature of Science through History: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421.

SOUTHERLAND, S.A. (2000). Epistemic Universalism and the shortcomings of curricular multicultural Science Education. Science & Education, 9(3), 289-307.

SPLITTGERBER, F. (1991). Science-technology-society themes in social studies: Historical perspectives. Theory into Practice, 30(4), 242-250.

STAVER, J.R. (1998). Constructivism: Sound Theory for Explicating the Practice of Science and Science Teaching. Journal of Research in Science Teaching, 35(5), 501-520.

STEFFENS, H., Ed. (1995). Topical Essays for Teachers. Seattle, WA: History of Science Society.

SUCHTING, W.A. (1992). Constructivism deconstructed. Science & Education, 1, 223-254.

SUMMERS, M.K. (1982). Philosophy of Science in the Science Teacher Education Curriculum. European Journal of Science Education, 4(1), 19-28.

THOMSEN, P.V. (1998). The historical-philosophical dimension in physics teaching: Danish experiences. Science & Education, 7(5), 493-503.

TOBIN, K., Ed. (1993). Constructivism in Science and Mathematics Education. Washington, DC: AAAS.

TRAVER, M.J. y SOLBES, J. (1997). Una propuesta de utilización de la historia de las ciencias en la enseñanza de la física y química. Enseñanza de las Ciencias, nº extra (V Congreso), 415-416.

USABIAGA, C., MARCO, B. y OLIVARES, E. (1982). Científicos en el aula. Madrid: Narcea.

USABIAGA, C. y VALLE, M. del (1982). La historia de la ciencia en el aula. Madrid: Narcea.

VILLANI, A. y ARRUDA, S. (1998). Special theory of relativity, conceptual change and History of Science. Science & Education, 7(1), 85-100.

VON GLASERSFELD, E. (1979). Radical constructivism in Piaget' s concept of knowledge. En F.B. Murray (Eds): The impact of Piagetian theory on education, philosophy, psychiatry, and psychology, pp. 109-122. Baltimore, MD: University Park Press.

VON GLASERSFELD, E. (1987). An introduction to radical constructivism. En P. Watzlawick (Ed.): The Invented Reality, pp. 17-40. New York: Norton. Versión española (traducción del original en alemán, 1981) de N.M. de Machain, I.S. de Luque y A. Báez (1995): Introducción al constructivismo radical. En P. Watzlawick (Ed.): La realidad inventada, pp. 20-37. Barcelona: Gedisa.

VON GLASERSFELD, E. (1993). Questions and answers about radical constructivism. En K. Tobin (Ed.): The practice of constructivism in science education. Hillsdale, NJ: LEA.

VON GLASERSFELD, E. (1995a). A constructivist approach to teaching. En L.P. Steffe y J. Gale (Eds.): Constructivism in education, pp. 3-16. Hillsdale, NJ: LEA.

VON GLASERSFELD, E. (1995b). Despedida de la objetividad. En P. Watzlawick y P. Krieg (Eds.): El ojo del observador. Contribuciones al constructivismo, pp. 19-31. Barcelona: Gedisa. [Original en alemán, 1991].

VON GLASERSFELD, E. (1995c). Radical Constructivism: A Way of Knowing and Learning. London: Falmer Press.

WORRALL, J. (1999). Two cheers for naturalised philosophy of science or: Why naturalised philosophy of science is not the cat' s whiskers. Science & Education, 8(4), 339-361.

Educación Tecnológica (263)

ACEVEDO, J.A. (1995). Educación tecnológica desde una perspectiva CTS. Una breve revisión del tema. Alambique, 3, 75-84.

ACEVEDO, J.A. (1996). La tecnología en las relaciones CTS. Una aproximación al tema. Enseñanza de las Ciencias, 14 (1), 35-44.

ACEVEDO, J.A. (1997a). Cómo puede contribuir la Historia de la Técnica y la Tecnología a la educación CTS. En R. Jiménez y A. Wamba (Eds.): Avances en la Didáctica de las Ciencias Experimentales, pp. 287-292. Huelva: Servicio de Publicaciones de la Universidad de Huelva.

ACEVEDO, J.A. (1997b). ¿Publicar o patentar? Hacia una ciencia cada vez más ligada a la tecnología. Revista Española de Física, 11(2), 8-11.

ACEVEDO, J.A. (1998a). Análisis de algunos criterios para diferenciar entre ciencia y tecnología. Enseñanza de las ciencias, 16(3), 409-420.

ACEVEDO, J.A. (1998b). Tres criterios para diferenciar entre ciencia y tecnología. En E. Banet y A. de Pro (Eds.): Investigación e Innovación en la Enseñanza de las Ciencias. Vol I, pp. 7-16. Murcia: DM.

ACEVEDO, J.A. (2001a). Educación tecnológica desde una perspectiva CTS. Una breve revisión del tema. Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/acevedo5.htm>. Versión corregida y actualizada de la publicada en Alambique, 3, 75-84.

ACEVEDO, J.A. (2001b). ¿Publicar o patentar? Hacia una ciencia cada vez más ligada a la tecnología. Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/acevedo4. htm>. Versión corregida y aumentada de la publicada en Revista Española de Física, 11(2), 8-11, 1997.

ACEVEDO, J.A. (2001c). ¿Qué puede aportar la Historia de la Tecnología a la educación CTS? Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/acevedo3.htm>. Versión corregida y aumentada de la publicada en R. Jiménez y A. Wamba, Eds. (1997): Avances en la Didáctica de las Ciencias Experimentales, pp. 287-292. Huelva: Servicio de Publicaciones de la Universidad de Huelva.

AGUIRRE, O. (1999). Educación tecnológica, nueva asignatura en Latinoamérica. Revista Pensamiento Educativo. 25, 15-69.

ALLSOP, R.T. y WOOLNOUGH, B.E. (1990). The relationship of technology to science in English schools. Journal of Curriculum Studies, 22(2), 127-136.

ANDRADE, E.A. (1997). Technology education in Latin America. En D. Layton (Ed.): Innovation in science and technology education. Vol. V, 77-90. París: UNESCO.

ASTIGARRAGA, E. (1999a). Demandas del mundo del trabajo y educación tecnológica. Revista Pensamiento Educativo. 25, 89-117.

ASTIGARRAGA, E. (1999b). El área de tecnología, una mirada desde el lado oscuro del espejo. Aula de Innovación Educativa, 80, 30-34.

ATKINSON, E.S. (1990). Design and Technology in the United Kingdom. Journal of Technology Education, 2(1), 5-13.

ATKINSON, E.S. (1999). Key factors influencing pupil motivation in design and technology. Journal of Technology Education, 10(2), 4-26.

AULT, C. Jr (1993). Technology as Method-of-Inquiry and Six Other (Less Valuable) Ways to Think about Integrating Technology and Science in Elementary Education. Journal of Science Teacher Education, 4(2), 58-63.

BACHS, X. (1997). Didáctica de la tecnología en la Educación Secundaria. En J. Baigorri (Coord.): Enseñar y aprender tecnología en la Educación Secundaria, pp. 71-92. Barcelona: ICE UB/Horsori.

BACHS, X. (1999). ¿Hacia una humanidad sin tecnologías? Aula de Innovación Educativa, 80, 35-39.

BAIGORRI, J. (1995). Tecnología y formación del profesorado. Aula de Innovación Educativa, 36, 9-17.

BAIGORRI, J., Coord. (1997). Enseñar y aprender tecnología en la Educación Secundaria. Barcelona: ICE UB/Horsori.

BAIGORRI, J. (1999). Apuesta por una tecnología amable. Aula de Innovación Educativa, 80, 26-29.

BAIGORRI, J. y CISNEROS, M.R. (1997). Formación del profesorado y prácticas profesionales. En J. Baigorri (Coord.): Enseñar y aprender tecnología en la Educación Secundaria, pp. 247-283. Barcelona: ICE UB/Horsori.

BAME, E.A. y DUGEER, W.E. (1990). Pupils' attitudes and concepts of technology. The Technology Teacher, 49(8), 10-11.

BAME, E.A., DUGGER, W.E., Jr. y DE VRIES, M.J. (1993). Pupils' attitudes towards technology: PATT-USA. Journal of Technology Studies 19(1), 40-48.

BARAJAS, M. (2000). La educación mediada por las nuevas tecnologías. En M. Medina y T. Kwiatkowska (Coord.): Ciencia, tecnología/naturaleza, cultura en el siglo XXI, pp. 77-94. Barcelona: Anthropos-UAM.

BARAK, M. y PEARLMAN-AVNION, S. (1999). Who Will Teach an Integrated Program for Science and Technology in Israeli Junior High Schools?: A Case Study. Journal of Research in Science Teaching, 36(2), 239-253.

BARNES, J.L. (1989). Learning to solve tomorrow's problems. The Technology Teacher, 48(6), 25-29.

BARNES, J.L. (1990). A future perspective for defining and organizing the study of technology. Journal of Epsilon Pi Tau, 16(1), 26-30.

BAZZO, W.A. (1998). Ciencia, tecnología e sociedade e o contexto da educaçao tecnologica. Florianapolis (Brasil): Daves. Versión electrónica en Sala de Lecturas CTS+I de la OEI. <https://historico.oei.es/campus-oei.org/salactsi/walterpor.htm>.

BELTRÁN, L. (1995). Las otras tecnologías. Algunas consideraciones para la selección de contenidos. Aula de Innovación Educativa, 36, 31-36.

BENSEN, M.J. (1991). Educational perspectives on technological literacy. En M.J. Dyrenfurth y M.R. Kozak (Ed.): Technological literacy, pp. 119-137. Peoria, IL: MacMillan/McGraw-Hill.

BENSEN, M.J. (1995). A context for technology education. En G.E. Martin (Ed.): Foundations of Technology Education. 44th Yearbook of the Council on Technology Teacher Education, pp. 1-24. Peoria, IL: Glencoe/McGraw-Hill.

BLACK, P.R. y HARRISON, G. (1985). In place of confusion: Technology and science in the school curriculum. London: Nuffield-Chelsea Trust and the National Centre for School Technology, Trent Polytechnic.

BOSER, R.A. (1993). The Development of Problem Solving Capabilities in Pre-service Technology Teacher Education. Journal of Technology Education, 4(2), 12-29.

BOSER, A. y DAUGHERTY, M.K. (1994). In-Service Activities for Technology Education: The Role of Colleges and Universities. Journal of Technology Education, 6(1), 4-15.

BOSER, R.A., PALMER, J.D. y DAUGHERTY, M.K. (1998). Students' Attitudes Toward Technology in Selected Technology Education Programs. Journal of Technology Education, 10(1), 4-19.

BROWN, D. (1993). A Study of Three Approaches for Teaching Technical Content to Pre-service Technology Education Teachers. Journal of Technology Education, 5(1), 6-20.

BUNGE, M. (1966). Technology as applied science. Technology and Culture, 7(3), 329-347.

BYBEE, R.W. y MAU, T. (1986). Science and technology related global problems: An international survey of science educators. Journal of Research in Science Teaching, 23(7), 599-618.

CAINZOS, M. (1999). Evaluación de la educación en tecnología. Revista Pensamiento Educativo. 25, 217-239.

CAJAS, F. (1998). Introducing technology in science education: The case of Guatemala. Bulletin of Science, Technology, and Society, 18(3), 198-207.

CAJAS, F. (1999). Public Understanding of Science: Using technology to Enhance School Science in Everyday Life. International Journal of Science Education, 21 (7), 765-773.

CAJAS, F. (2000a). Research in Technology Education: What Are We Researching? A Response to Theodore Lewis. Journal of Technology Education, 11(2), 61-69.

CAJAS, F. (2000b). Technology Education Research: Potential Directions. Journal of Technology Education, 12(1), 75-85.

CAJAS, F. (2001). Alfabetización científica y tecnológica. La transposición didáctica del conocimiento tecnológico. Enseñanza de las Ciencias, 19(2), 243-254.

CARRERA, X. (1999). El profesorado de educación tecnológica: una aproximación a su perfil profesional. Revista Pensamiento Educativo. 25, 241-264.

CARRERA, X. (2000). Estado de la educación tecnológica en España: aportaciones a un debate emergente. Aula de Innovación Educativa, 89, 64-69.

CASALDERREY, M.L. (1986). Aproximación a la integración Ciencia-Tecnología. Madrid: Publicaciones del MEC.

CASALDERREY, M.L. (1987). La integración Ciencia-Tecnología en el desarrollo del programa de Física y Química de segundo curso de Bachillerato. Enseñanza de las Ciencias, nº extra (II Congreso), 169-170.

CASALDERREY, M.L. (1989). Actividades de integración Ciencia-Tecnología (INCITEC) en las clases de Física y Química de la Enseñanza Secundaria. Enseñanza de las Ciencias, nº extra, tomo 2 (III Congreso), 172-174.

CHAFY, R. (1997). Exploring the Intellectual Foundation of Technology Education: From Condorcet to Dewey. Journal of Technology Education, 9(1), 6-19.

CHILDRESS, V.W. (1996). Does Integrating Technology, Science, and Mathematics Improve Technological Problem Solving? A Quasi-Experiment. Journal of Technology Education, 8(1), 16-26.

COLELLI, L.A. (1993). Tech Prep and Technology Education: A Positive Focus for Competitive Literacy. Reston, VA: International Technology Education Association.

CROSS, A. y McCORMICK, B. (1986). Technology in Schools. Milton Keynes: Open University Press.

CUSTER, R.L., LOEPP, F. y MARTIN, G.E. (2000). NSF Funded Projects: Perspectives of Project Leaders. Journal of Technology Education, 12(1), 61-74.

CUSTER, R.L., VALESEY, B.G. y BURKE, B.N. (2001). An Assessment Model for a Design Approach to Technological Problem Solving. Journal of Technology Education, 12(2), 5-20.

CUTCLIFFE, S.H. (1987). Technological studies and the Liberal Arts at Lehigh University. Bulletin of Science, Technology, and Society, 7(1), 42-48.

CUTRERA, G., DELL' ORO, G. y TAIT, R. (1998). La tecnología y su inclusión en la educación. Resúmenes de los XVIII Encuentros de Didáctica de las Ciencias Experimentales, pp. 169-170. La Coruña.

DAIBER, R., LITHERLAND, L. y THODE, T. (1991). Implementation of school-based technology education programs. En M.J. Dyrenfurth y M. Kozak, (Eds): Technological Literacy, pp. 187-211. Peoria, IL: Glencoe.

DAUGHERTY, M.K. y WICKLEIN, R.C. (1993). Mathematics, Science, and Technology Teachers' Perceptions of Technology Education. Journal of Technology Education, 4(2), 30-45.

DAVIES, D. (1996). The relationship between science and technology in the primary curriculum: alternative perspectives. The Journal of Design and Technology Education, 2(2), 101-111.

DAVIES, T. (2000). Confidence! Its Role in the Creative Teaching and Learning of Design and Technology. Journal of Technology Education, 12(1), 18-31.

DEITRICH, R. (1990). Paul Tillich and technology: His importance for robust Science, Technology, and Society (STS) Education. Bulletin of Science, Technology, and Society, 10(5-6), 275-281.

DE KLERK WOLTERS, F. (1989). Pupils' attitudes towards technology. Eindhoven, Netherlands: Author.

DE KLERK WOLTERS, F., MOTTIER, I., RAAT, J. y DE VRIES, M.J., Eds. (1989). Teacher education for school technology. Eindhoven, Netherlands: Eindhoven University of Technology.

DE KLERK WOLTERS, F., RAAT, J. y DE VRIES, M.J. (1990). Assessing students attitudes toward technology. En D. Layton (Ed.), Innovations in science and technology education, Vol. V, pp. 111-121. Paris: UNESCO.

DELUCA, V.W. (1991). Implementing Technology Education Problem-Solving Activities. Journal of Technology Education, 2(2), 5-15.

DEPARTMENT FOR EDUCATION (1995). Design and Technology in the National Curriculum. London: HMSO.

DEPARTMENT OF EDUCATION AND SCIENCE (1990). Technology in the National Curriculum. London: HMSO.

DEPARTMENT OF EDUCATION AND SCIENCE (1992). Technology key stages 1, 2, and 3. London: HMSO.

DE VORE, P.W. (1992). Technological literacy and social purpose. Theory into Practice, 31(1), 59-63.

DE VRIES, M.J. (1994a). Science and technology teacher training: What training for what type of teaching? Strasbourg: Council of Europe.

DE VRIES, M.J. (1994b). Technology education in Western Europe. En D. Layton (Ed.): Innovations in science and technology education, Vol. V, pp. 31-44. París: UNESCO.

DE VRIES, M.J. (1996). Technology Education: Beyond the "Technology is Applied Science" Paradigm. Journal of Technology Education, 8(1), 7-15.

DE VRIES, M.J. y TAMIR, A. (1997). Shaping concepts of technology: what concepts and how to shape them. International Journal of Technology and Design Education, 10, 5-10.

DILLON, P.J. (1993). Technological education and the environment. International Journal of Science Education, 15(5), 575-589.

DOWDESWELL, W.H. (1979). Science and technology in the classroom. European Journal of Science Education, 1(1), 51-55.

DREYFUS, A. (1987). The validation of developers' assumptions about a technology-minded curriculum. Research in Science & Technological Education, 5(2), 173-183.

DREYFUS, A. (1992). Content analysis of school textbooks: The case of a technology-oriented curriculum. International Journal of Science Education, 14(1), 3-12.

DUGGER, W.E. (1988). Technology: the discipline. The Technology Teacher, 48(1), 3-6.

DUGGER, W.E. (1994). The relationship between technology, science, engineering, and mathematics. The Technology Teacher, 53(7), 5-23.

DUGGER, W.E., Jr. (1995). Technology for all Americans. The Technology Teacher, 54(5), 3-6.

DUGGER, W.E. Jr. y SATCHWELL, R.E. (1996). Technology for all Americans: A rationale and structure for the study of technology, executive summary. The Technology Teacher, 56(3), 10-11.

DYRENFURTH, M.J. (1991). Technological literacy synthesized. En M.J. Dyrenfurth y M.R. Kozak (Eds.): Technological Literacy. 40th Yearbook Council on Technology Teacher Education, pp. 138-183. Peoria, IL: Macmillan/McGraw-Hill.

EGGLESTON, J. (1992). Teaching designs and technology. Buckingham: Open University Press.

ELTON, F. (1999). Educación tecnológica, un nuevo sector de aprendizaje. Revista Pensamiento Educativo. 25, 71-88.

EREKSON, T. (1992). Technology Education from the Academic Rationalist Theoretical Perspective. Journal of Technology Education, 3(2), 7-16.

FENSHAM, P.J. (1990). What will science education do about technology? The Australian Science Teachers Journal, 36(3), 8-21.

FLEMING, R.W. (1988). Undergraduate science students' views on the relationship between Science, Technology, and Society. International Journal of Science Education, 10(4), 449-463.

FLEMING, R.W. (1989). Literacy for a technological age. Science Education, 73(4), 391-404.

FLEMING, R.W. (1990). Teachers' views of technology. Final report. Saskatoon (Canadá): University of Saskatchewan.

FOSTER, P.N. (1994). Must we MST? Journal of Technology Education, 6(1), 76-84.

FOSTER, P.N. (1995). Industrial Arts/Technology Education as a Social Study: The Original Intent? Journal of Technology Education, 6(2), 4-18.

FOSTER, P.N. (1997). Classifying Approaches to and Philosophies of Elementary-School Technology Education. Journal of Technology Education, 8(2), 21-34

FOSTER, P.N. y WRIGHT, M.D. (1996). Selected Leaders' Perceptions of Approaches to Technology Education. Journal of Technology Education, 7(2), 13-27.

FOSTER, W.T. (1995). Integrating educational disciplines. The Technology Teacher, 54(8), 45.

FOSTER, W.T. (1996). A research agenda for technology education. The Technology Teacher, 56(1), 31-33.

FRANCO, C., DE BARRO, H.L., COLINVAUX, D., KRAPAS, S., QUEROZ, G. y ALVES, F. (1999). From scientists' and inventors' minds to some scientific and technological products: relationship between theories, models, mental models and conceptions. International Journal of Science Education, 21(3), 277-291.

FREY, R.E. (1989). A philosophical framework for understanding technology. Journal of Industrial Teacher Education, 27(1), 23-35.

FREY, R.E. (1990). Thinking about technology education. Journal of Industrial Teacher Education, 27(4), 67-71.

GABILONDO, A., AIZPURU, I., KORTABARRIA, M.J., ETXANIZ, P., SASIETA, E. y QUINTELA, J. (1995). Conocimiento del medio y tecnología en Primaria: un sendero poco explorado. Aula de Innovación Educativa, 36, 37-44.

GAGEL, C. (1997). Literacy and technology: reflections and insights for technological literacy. Journal of Industrial Teacher Education, 34(3), 6-34.

GARDNER, P.L. (1994). The relationship between technology and science: Some historical and philosophical reflections. Part 1. International Journal of Technology and Design Education, 4(2), 123-154.

GARDNER, P.L. (1995). The relationship between technology and science: Some historical and philosophical reflections. Part 2. International Journal of Technology and Design Education 5(1), 1-33.

GARDNER, P.L. (1997). The roots of technology and science: a philosophical and historical view. International Journal of Technology and Design Education, 7, 13-20.

GARDNER, P.L., PENNA, C. y BRASS, K. (1990). Technology and science: Meanings and educational implications. Australian Science Teachers Journal, 36(3), 22-28.

GILBERT, J.K. (1992). The interface between science education and technology education. International Journal of Science Education, 14(5), 563-578.

GILBERT, J.K. (1995). Educación tecnológica: una nueva asignatura en todo el mundo. Enseñanza de las Ciencias, 13(1), 15-24.

GLENN, J.C. (1990). STS perspective. Conscious technology: a candidate world view. Bulletin of Science, Technology, and Society, 10(5-6), 251-253.

GLOECKNER, G.W. (1991). The Integration of Science, Technology, and Mathematics Myth or Dream? Journal of Technology Education, 2(2), 75-81.

GOLDMAN, S.L. y CUTCLIFFE, S.H. (1982). STS, technology literacy and the arts curriculum. Bulletin of Science, Technology, and Society, 2(4), 291-307.

GONZÁLEZ-PÉREZ, L. (1995). La tecnología en la Enseñanza Secundaria Obligatoria. Aula de Innovación Educativa, 36, 5-8.

GONZÁLEZ-PÉREZ, L. (1997). Educación Secundaria Obligatoria y tecnología. En J. Baigorri (Coord.): Enseñar y aprender tecnología en la Educación Secundaria, pp. 51-70. Barcelona: ICE UB/Horsori.

GORMAN, M.E. y ROBINSON, J.K. (1998). Using History to tech invention and design: The case of the telephone. Science & Education, 7(2), 173-201.

HANSEN, R.E. (1993). A Technological Teacher Education Program Planning Model. Journal of Technology Education, 5(1), 21-28.

HANSEN, R.E. (1995a). Five principles for guiding curriculum development practice: The case of technological teacher education. Journal of Industrial Teacher Education, 32(2), 30-50.

HANSEN, R.E. (1995b). The curriculum studio concept in technological education teacher development. The Technology Teacher, 54(4), 43-48.

HANSEN, R.E. (1996). Program Equity and the Status of Technological Education: The Apologetic Nature of Technology Teachers. Journal of Technology Education, 7(2), 72-78.

HANSEN, R.E. y DAVIES, D. (1998). Developing a Disposition to Teaching Design and Technology: A Case Study. Journal of Technology Education, 9(2), 19-28.

HANSON, R. y FROELICH, M. (1994). Defining technology and technology education: a crisis, or cause for celebration? International Journal of Technology and Design Education, 4, 179-207.

HAYDEN, M.A. (1989). What is technological literacy? Bulletin of Science, Technology, and Society, 9(3), 228-233.

HAYNIE III, W.J. (1998). Experimental Research in Technology Education: Where is it? Journal of Technology Education, 9(2), 78-83.

HENDLEY, D., STABLES, A., PARKINSON, J. y TANNER, H. (1996). Pupils' attitudes to technology in key stage 3 of the National Curriculum: A study of pupils in south Wales. International Journal of Technology and Design Education, 6(1), 15-19.

HERFERL, W.E. (1999). On social and material aspects of technological control. Science & Education, 8(1), 55-62.

HERSCHBACH, D.R. (1995). Technology as Knowledge: Implications for Instruction. Journal of Technology Education, 7(1), 31-42.

HILL, A.M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45.

HILL, A.M. (1998). Problem Solving in Real-Life contexts: An Alternative for Design in Technology Education. International Journal of Technology and Design Education, 8, 203-220.

HILL, R.B. (1997). The Design of An Instrument to Assess Problem Solving Activities in Technology Education. Journal of Technology Education, 9(1), 31-46.

HOEPFL, M.C. (1997). Choosing Qualitative Research: A Primer for Technology Education Researchers. Journal of Technology Education, 9(1), 47-63.

HOUSEHOLDER, D.L. y BOSER, A. (1991). Assessing the Effectiveness of the Change to Technology Teacher Education. Journal of Technology Education, 2(2), 16-31.

ITEA (1990). A conceptual framework for technology education. Reston, VA: International Technology Education Association.

ITEA. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: International Technology Education Association.

JENKINS, E.W. (1997). Innovations in science and technology education, Vol. VI. París: UNESCO.

JOHNSON, J.R. (1989). Technology: Report of the Project 2061. Phase I Technology Panel. Washington, DC: AAAS.

JOHNSON, S.D. (1992). A Framework for Technology Education Curricula Which Emphasizes Intellectual Processes. Journal of Technology Education, 3(2), 29-40.

JOHNSON, S.D., GATZ, E.F. y HICKS, D. (1997). Expanding the Content Base of Technology Education: Technology Transfer as a Topic of Study. Journal of Technology Education, 8(2), 35-49.

JONES, A. y KIRK, C. (1990). Introducing technological applications into the physics classroom: help or hindrance for learning? International Journal of Science Education, 12(5), 481-490.

KAHN, M. (1989). Physics in a technological context. School Science Review, 71, 9-13.

KERRE., B.W. (1997). Technology education in Africa. En D. Layton (Ed.): Innovation in science and technology education. Vol. V, 103-118. París: UNESCO.

KLINE, S.J. (1985). What is technology? Bulletin of Science, Technology, and Society, 5(3), 215-218.

KOZAK, M.R. (1992). Technology Education: Prospectus for Curriculum Change. Journal of Technology Education, 4(1), 69-73.

KOZAK, M.R. y ROBB, J. (1991). Education about technology. En M.J. Dyrenfurth y M.R. Kozak (Ed.): Technological literacy, pp. 28-50. Peoria, IL: MacMillan/McGraw-Hill.

KRANZBERG, M. (1986). Technology and history: "Kranzberg's laws". Technology and Culture, 27(3), 544-560.

LACUEVA, A. (2000a). Ciencia y Tecnología en la Escuela. Madrid/Caracas: Editorial Popular/ Editorial Laboratorio Educativo.

LACUEVA, A. (2000b). Proyectos de investigación en la escuela: científicos, tecnológicos y ciudadanos. Revista de Educación, 323, 265-288.

LAPORTE, J. y SANDERS, M. (1993). Integrating technology, science, and mathematics in the middle school. The Technology Teacher, 52(6), 17-21.

LAVONEN, J.M., MEISALO, V.P. y LATTU, M. (2001). Problem Solving with an Icon oriented Programming Tool: A Case Study in Technology Education. Journal of Technology Education, 12(2), 21-34.

LAYTON, D. (1988). Revaluing the T in STS. International Journal of Science Education, 10(4), 367-378.

LAYTON, D. (1991). Aspects of national curriculum design and technology. York: National Curriculum Council.

LAYTON, D. (1993). Technology's challenge to science education: Cathedral, quarry, or company store. Buckingham: Open University Press.

LAYTON, D., Ed. (1994). Innovations in science and technology education, Vol. V. París: UNESCO.

LAYTON, D. (1995). Constructing and reconstructing school technology in England and Wales. International Journal of Technology and Design Education. 5(2), 89-118.

LAYTON, E.T. (1970). Comment: The interaction of technology and society. Technology and Culture, 11(1), 27-31.

LEVINSON, R., MURPHY, P. y McCORMICK, R. (1997). Science and technology concepts in a design and technology project: A pilot study. Research in Science and Technology Education, 15(2), 235-255.

LEWIS, T. (1991). Introducing technology into school curricula. Journal of Curriculum Studies, 23(2), 141-154.

LEWIS, T. (1994). Limits on change to technology education curriculum. Journal of Industrial Teacher Education, 31(2), 8-27.

LEWIS, T. (1996). Comparing technology education in the US and the UK. International Journal of Technology and Design Education, 6(3), 203-219.

LEWIS, T. (1999a). Content or Process as Approaches to Technology Curriculum: Does It Matter Come Monday Morning? Journal of Technology Education, 11(1), 45-59.

LEWIS, T. (1999b). Research in Technology Education: Some Areas of Need. Journal of Technology Education, 10(2), 41-56.

LEWIS, T. y GAGEL, C. (1992). Technological literacy: a critical analysis. Journal of Curriculum Studies, 24(2), 117-138.

LINDBLAND, S. (1990). From technology to craft: on teachers' experimental adoption of technology as a new subject in the Swedish primary school. Journal of Curriculum Studies, 22(2), 165-175.

LOCATIS, C.N. (1988). Notes on the nature of technology. The Technology Teacher, 47(7), 3-6.

LÓPEZ-CUBINO, R. (2001). El área de Tecnología en Secundaria. Madrid: Narcea.

MANZANO, J. (1997a). Educación y tecnología. En J. Baigorri (Coord.): Enseñar y aprender tecnología en la Educación Secundaria, pp. 19-49. Barcelona: ICE UB/Horsori, Barcelona.

MANZANO, J. (1997b). Las tecnologías en el Bachillerato. En J. Baigorri (Coord.): Enseñar y aprender tecnología en la Educación Secundaria, pp. 93-119. Barcelona: ICE UB/Horsori.

MEDWAY, P. (1989). Issues in the theory and practice of technology education. Studies in Science Education, 16, 1-23.

MEECE, J.L. y JONES, M.G. (1996). Gender differences in motivation and strategy use in science: are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406.

MILLER, L. (1984). What should industrial teacher educators learn from the history of technology? Journal of Industrial Teacher Education, 53(22), 53-54.

MORGAN, K. (1997). Technology education in Australia and South-East Asia. En D. Layton (Ed.). Innovation in science and technology education. Vol. V, 91-132. París: UNESCO.

MURATA, S. y STERN, S. (1993). Technology Education in Japan. Journal of Technology Education, 5(1), 29-37.

NASH, M., ALLSOP, R.T. y WOOLNOUGH, B.E. (1984). Factors affecting pupil uptake of technology at 14+. Research in Science & Technological Education, 2(1), 5-19.

O'RILEY, P. (1996). A Different Storytelling of Technology Education Curriculum Re-Visions: A Storytelling of Difference. Journal of Technology Education, 7(2), 28-40.

PAIGE, W. y McCADE, W. (1990). Problem Solving: Much More Than Just Design. Journal of Technology Education, 2(1), 28-42.

PANNABECKER, J.R. (1991). Technological Impacts and Determinism in Technology Education: Alternate Metaphors from Social Constructivism. Journal of Technology Education, 3(1), 43-54.

PANNABECKER, J.R. (1992). Printing technology in the Encyclopédie: Constructing systematic knowledge. Journal of Industrial Teacher Education, 29(4), 73-91.

PANNABECKER, J.R. (1994). Diderot, the Mechanical Arts, and the Encyclopédie: In Search of the Heritage of Technology Education. Journal of Technology Education, 6(1), 45-57.

PANNABECKER, J.R. (1995a). For a History of Technology Education: Contexts, Systems, and Narratives. Journal of Technology Education, 7(1), 43-56.

PANNABECKER, J.R. (1995b). Rousseau in the Heritage of Technology Education. Journal of Technology Education, 6(2), 46-58.

PETRINA, S. (1992a). Curriculum Change in Technology Education: A Theoretical Perspective on Personal Relevance Curriculum Designs. Journal of Technology Education, 3(2), 41-52.

PETRINA, S. (1992b). Questioning the Language that We Use: A Reaction to Pannabecker's Critique of the Technological Impact Metaphor. Journal of Technology Education, 4(1), 54-61.

PETRINA, S. (1993a). Diversity, not Uniformity; United, not Standardized: A Reaction to Wright's 'Challenge to all Technology Educators'. Journal of Technology Education, 4(2), 71-78.

PETRINA, S. (1993b). Under the Corporate Thumb: Troubles With Our MATE (Modular Approach to Technology Education). Journal of Technology Education, 5(1), 72-80.

PETRINA, S. (1998a). Multidisciplinary technology education. International Journal of Technology and Design Education, 8(2), 103-138.

PETRINA, S. (1998b). The Politics of Research in Technology Education: A Critical Content and Discourse Analysis of the Journal of Technology Education, Volumes 1-8. Journal of Technology Education, 10(1), 27-57.

PRETZER, W.S. (1997). Technology Education and the Search for Truth, Beauty and Love. Journal of Technology Education, 8(2), 5-20.

PRICE, R.F. y CROSS, R.T. (1995). Conceptions of science and technology clarified: improving the teaching of science. International Journal of Science Education, 17(3), 285-293.

RAAT, J.H. y DE VRIES, M.J. (1985). What do 13-year old students think about technology? The conception of and the attitude towards technology of 13-year old girls and boys. Eindhoven University of Technology, Netherlands. (ERIC Document Reproduction Service No. ED 262998).

RAAT, J.H. y DE VRIES, M.J. (1986). The physics and technology project. Physics Education. 21(6), 333-336.

RAAT, J.H. y DE VRIES, M.J., Eds. (1987). Technology in education: Research and development in the project: "Physics and Technology". International Journal of Science Education, 9(2), 159-168.

RAAT, J.H., COENEN-VAN DEN BERGH, R., DE KLERK WOLTERS, F. y DE VRIES, M.J., Eds. (1988). Basic principles of school technology. Eindhoven, Netherlands: Eindhoven University of Technology.

RAIZEN, S.A., SELLWOOD, P., TODD, R.D. y VICKERS, M. (1995). Technology education in the classroom: Understanding the designed world. San Francisco, CA: Jossey-Bass Publishers.

REID, M.S. (2000). Towards Effective Technology Education in New Zealand. Journal of Technology Education, 11(2), 33-47.

RENZELMAN, J. (1992). Using Concepts of Technology to Enhance a Writing Assignment. Bulletin of Science, Technology, and Society, 12(4-5), 216-219.

RENNIE, L.J. (1987). Teachers' and pupils' perceptions of technology and the implications for curriculum. Research in Science & Technological Education, 5(2), 121-133.

RENNIE, L.J., y JARVIS, T. (1995). Three approaches to measuring children' s perceptions of technology. International Journal of Science Education, 17(6), 755-774.

RENNIE, L.J. y TREAGUST, D.F. (1989). Measuring students' attitudes and perceptions about technology: a multidimensional concept. Research in Science Education, 19, 221-230.

RENNIE, L.J., TREAGUST, D.F. y KINNEAR, A. (1992). An evaluation of curriculum materials for teaching technology as a design process. Research in Science & Technological Education, 10(2), 203-217.

REYES, I. (1999). El lugar de la ciencia en la educación tecnológica. Revista Pensamiento Educativo. 25, 207-216.

RENNIE, L.J. (1986). Teacher's perceptions of technology and the implications for curriculum. Nedlands: University of Western Australia.

RENZELMAN, J. (1989). Technology and society: The development of a course that utilizes the multidisciplinary nature of technology education. Proceedings of the Technology Education Symposium XI, 55-65.

RODRÍGUEZ-ACEVEDO, G.D. (1998). Ciencia, tecnología y sociedad: una mirada desde la educación en tecnología. Revista Iberoamericana de Educación, 18, 107-143. Versión digital en Sala de Lecturas CTS+I de la OEI. <http://www.oei.es/oeivirt/rie18a05.htm>

ROGERS, G.E. (1996). The Technical Content of Industrial/Technology Teacher Education. Journal of Technology Education, 8(1), 40-49.

ROY, R. (1989). Natural allies. STS and technology education. The Technology Teacher. 48(4), 13-17.

ROY, R. (1990). The relationship of technology to science and the teaching of technology. Journal of Technology Education, 1(2), 5-18.

SANDERS, M.E. (1995). Technology for all Americans. Journal of Technology Education, 6(2), 2-3.

SANDERS, M.E. (1997). An (Articulated K-12) Curriculum to Reflect Technology. Journal of Technology Education, 8(2), 2-4.

SANDERS, M.E. (2001). New Paradigm or Old Wine? The Status of Technology Education Practice in the United States. Journal of Technology Education, 12(2), 35-55.

SATCHWELL, R.E. y DUGGER, W.E. Jr. (1996). A United Vision: Technology for All Americans. Journal of Technology Education, 7(2), 5-12.

SAVAGE, E. y STERRY, L. (1990a). A conceptual framework for technology education. Reston, VA: International Technology Education Association.

SAVAGE, E. y STERRY, L. (1990b). A conceptual framework for technology education. Part 1. The Technology Teacher, 50(1), 6-11.

SAVAGE, E. y STERRY, L. (1990c). A conceptual framework for technology education. Part 2. The Technology Teacher, 50(2), 7-11.

SCARBOROUGH, J.D. y WHITE, C. (1994). PHYS-MA-TECH: An Integrated Partnership. Journal of Technology Education, 5(2), 31-39.

SHIELD, G. (1996). Formative Influences on Technology Education: The Search for An Effective Compromise in Curriculum Innovation. Journal of Technology Education, 8(1), 50-60.

SOLOMON, J. (1995). El estudio de la Tecnología en la educación. Alambique, 3, 13-18.

STABLES, K. (1997). Critical Issues to Consider When Introducing Technology Education into the Curriculum of Young Learners. Journal of Technology Education, 8(2), 50-65.

STEPHENS, G. (1996). Technology, crime & civil liberties. En R.L. Custer y A.E. Wiens (Eds.): Technology and the quality of life, pp. 345-380. New York: Glencoe.

STERN, B. (1991). Technology education as a component of fundamental education: Part two. The Technology Teacher, 50(5), 9-12.

STONE, R. (1989). Technology education in the 21st century: A challenge. Proceedings of the Technology Education Symposium XI, 40-44.

SYMINGTON, D. (1987). Technology in the primary school curriculum: teachers' ideas. Research in Science & Technological Education, 5(2), 167-172.

TECHNOLOGY EDUCATION ADVISORY COUNCIL (1988). Technology: A National Imperative. Reston, VA: International Technology Education Association.

TECHNOLOGY EDUCATION ADVISORY COUNCIL (1989). The nature of technology. En W. Waetjen (Ed.): Technology: A national imperative, pp. 8-10. Reston, VA: International Technology Education Association.

TODD, R.D. (1987). Technology education in the United States: a case study of a state in transition. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education, vol 2, pp. 523-530. Kiel: IPN, Kiel, University of Kiel.

TODD, R.D. (1991). The natures and challenges of technological literacy. En M. Dyrenfurth y M. Kozak (Eds.): Technological Literacy. 1991 Yearbook of the Council on Technology Teacher Education. Peoria, IL: MacMillan/McGraw-Hill.

TREAGUST, D.F. y MATHER, S.H. (1990). One school's approach to technology education: Integration across the curriculum. Australian Science Teachers Journal, 36(3), 50-60.

TREAGUST, D.F. y RENNIE, L.J. (1993). Implementing Technology in the School Curriculum: A Case Study Involving Six Secondary Schools. Journal of Technology Education, 5(1), 38-53.

TWYFORD, J. y JÄRVINEN, E.M. (2000). The Formation of Children' s Technological Concepts: A Study of What It Means To Do Technology from a Child' s Perspective. Journal of Technology Education, 12(1), 32-48.

UNESCO (1983). Technology education as part of general education. Science and Technology Education Document Series, 4. París: UNESCO.

UNESCO (1988a). Educational materials linking technology teaching with science education: Technology in life. Science and Technology Education Document Series, 31. París: UNESCO.

UNESCO (1988b). Pour un enseignement integré de la science et de la technologie: trois modules. Science and Technology Education Document Series, 27. París: UNESCO.

UNESCO (1991). Children, Health and Science. Child-to-Child Activities and Science and Technology Teaching. Science and Technology Education Document Series, 41. París: UNESCO.

U.S. DEPARTMENT OF EDUCATION (1996). Getting America's Students Ready for the 21st Century: Meeting the Technology Literacy Challenge. Washington: US DOE.

VAN DEN BERG, R. (1986). Teachers' attitudes towards technology. En J.H. Raat y M.J. De Vries (Eds.): What do girls and boys think of technology? Pupils' attitude towards technology, pp. 37-46. Eindhoven (Netherlands): Eindhoven University of Technology.

VÉRILLON, P. (2000). Revisiting Piaget and Vigotsky: In Search of a Learning Model for Technology Education. The Journal of Technology Studies, 26(1), 3-10.

VOHRA, F.C. (1987). Technology as part of general education. En K. Riquarts (Ed.): Science and Technology Education and the Quality of Life. Proceedings of the 4th International Symposium on World Trends in Science and Technology Education, vol 2, 410-418. Kiel: IPN, University of Kiel.

VOLK, K.S. (1997). Going, Going, Gone? Recent Trends in Technology Teacher Education Programs. Journal of Technology Education, 8(2), 66-70.

WAETJEN, W.B. (1987). The autonomy of technology: A challenge to education. The Technology Teacher, 46(6), 7-14.

WAETJEN, W.B. (1993). Technological Literacy Reconsidered. Journal of Technology Education, 4(2), 5-11.

WAKS, L.J. (1986). Reflections on technological literacy. Bulletin of Science, Technology, and Society, 6(2-3), 331-336.

WAKS, L.J. (1987). A technological literacy credo. Bulletin of Science, Technology, and Society, 7(1-2), 357-366.

WALTON, R. (2000). Heidegger in the Hands-On Science and Technology Center: Philosophical Reflections on Learning in Informal Settings. Journal of Technology Education, 12(1), 49-60.

WHITTAKER, G. (1994). Materials Science and Technology: What do the Students Say? Journal of Technology Education, 5(2), 52-67.

WICKLEIN, R.C. (1992). Curriculum development in technology education. The Technology Teacher, 51(5), 23-25.

WICKLEIN, R.C. (1993). Identifying Critical Issues and Problems in Technology Education using a Modified-Delphi Technique. Journal of Technology Education, 5(1), 54-71.

WICKLEIN, R.C. (1997). Curriculum Focus for Technology Education. Journal of Technology Education, 8(2), 72-79.

WICKLEIN, R.C. y SCHELL, J.W. (1995). Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science, & Technology Education. Journal of Technology Education, 6(2), 59-76.

WILLIAMS, P.J. (2000). Design: The Only Methodology of Technology? Journal of Technology Education, 11(2), 48-60.

WOOLNOUGH, B.E. (1975). The place of technology in schools. School Science Review, 56(196), 443-448.

WOOLNOUGH, B.E. (1988). Technological Education and Science in Schools. Hatfield, Herts: ASE.

WOOLNOUGH, B.E., ALLSOP, R.T. y NASH, M. (1985). Factors affecting the uptake of technological inputs into 11-13 science curriculum. En G.B. Harrison (Ed.): World Trends in Science and Technology Education. Nottingham: Trent Polytechnic.

WRIGHT, J.R. (1988). Social/cultural approach. En W.K. Kemp y A.E. Schwaller (Ed.): Instructional strategies for technology education, pp. 762-786. Mission Hills, CA: Glencoe.

WRIGHT, M.D. y CUSTER, R.L. (1998a). Why They Enjoy Teaching: The Motivation of Outstanding Technology Teachers. Journal of Technology Education, 9(2), 60-77.

WRIGHT, M.D. y CUSTER, R.L. (1998b). Why They Want to Teach: Factors Influencing Students to Become Technology Education Teachers. Journal of Technology Education, 10(1), 58-71.

WRIGHT, R.T. (1985). The nature and scope of industrial technology education. En N. Andre y J. Lucy (Eds.): Proceedings of Technology Education Symposium VII - Technology education: Issues and trends, pp. 21-26. California, PA: California University of Pennsylvania.

WRIGHT, R.T. (1993a). British Design and Technology: A Critical Analysis. Journal of Technology Education, 4(2), 60-70.

WRIGHT, R.T. (1993b). Tom Wright's Response to Petrina's Reaction. Journal of Technology Education, 4(2), 79-82.

WU, T.F., CUSTER, R.L. y DYRENFURTH, M.J. (1996). Technological and Personal Problem Solving Styles: Is there a Difference? Journal of Technology Education, 7(2), 55-71.

WULF, W.A. (2000). The Standards for Technological Literacy. A National Academic Perspective. The Technology Teacher, 59(3), 10-12.

ZUGA, K.F. (1989). Relating Technology Education Goals to Curriculum Planning. Journal of Technology Education, 1(1), 34-58.

ZUGA, K.F. (1991). Technology Teacher Education Curriculum Courses. Journal of Technology Education, 2(2), 60-72.

ZUGA, K.F. (1992). Social Reconstruction Curriculum and Technology Education. Journal of Technology Education, 3(2), 53-63.

ZUGA, K.F. (1993). A role for alternative curriculum theories in technology education, Journal of Industrial Teacher Education, 30(4), 49-67.

ZUGA, K.F. y BJORKQUIST, D.C. (1989). The Search for Excellence in Technology Education. Journal of Technology Education, 1(1), 69-72.

Género, ciencia y tecnología (73)

ÁLVAREZ, M. y JIMÉNEZ, M.P. (1992). Género, Ciencia y Tecnología. En M. Moreno (Ed.): Del silencio a la palabra, pp. 178-196. Madrid: Ministerio de Asuntos Sociales, Instituto de la Mujer.

ÁLVAREZ, M., SONEIRA, G. y PIZARRO, I. (1993). Cómo percibe el alumnado algunas interacciones entre ciencia-tecnología-género-sociedad. Enseñanza de las Ciencias, nº extra (IV Congreso), 19-20.

ATWATER, M.M. (1998). Science literacy through the lens of critical feminist interpretive frameworks. Journal of Research in Science Teaching, 35(4), 375-378.

ATWATER, M.M. (2000). Females in science education: white is the norm and class, language, lifestyle, and religion are nonissues. Journal of Research in Science Teaching, 37(4), 386-391.

BIANCHINI, J.A., CAVAZOS, L.M. y HELMS, J.V. (2000). From professional lives to inclusive practice: science teachers and scientists' views of gender and ethnicity in science education. Journal of Research in Science Teaching, 37(6), 511-547.

BRICKHOUSE, N.W., LOWERY, P. y SCHULTZ, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441-458.

COCKBURN, C. (1988). Machinery of dominance: Women, men, and technical know-how. Boston, MA: Northeastern University Press.

CONTRUCCI, J. y FISCHER, B. (1990). Women in a Technological World: An Interdisciplinary Core Course at Emmanuel College in Boston. Bulletin of Science, Technology, and Society, 10(4), 191-195.

COWAN, R.S. (1979). From Virginia dare to Virginia Slims: Women and technology in American life. Technology and Culture, 20(1), 51-63.

DURNDELL, A., UNZUNOVA, F., ASENOVA, D., ASENOV, A. y THOMSON, K. (1998). Gender neutral engineering: an impossible dream?: The case of Eastern Europe. International Journal of Science Education, 20, 783-794.

ERICKSON, G.L. y ERICKSON, L.J. (1984). Females and science achievement: Evidence, explanations and implications. Science Education, 68(2), 63-89.

FARENGA, S.J. y JOYCE, B.A. (2000). Intentions of young students to enroll in science courses in the future: an examination of gender differences. Science Education, 83, 55-75.

FLEER, M. (1990). Gender issues in early childhood Science and Technology education in Australia. International Journal of Science Education, 12(4), 355-367.

GASTAUDI, P. (1991). Reflexiones en torno al uso no sexista de las nuevas tecnologías. En La enseñanza de las matemáticas y las ciencias experimentales (III Jornadas Internacionales de Coeducación, Valencia), 117-120.

GASTAUDI, P., ALONSO, I., CANDIOTI, C., MARÍN, P., MÉNDEZ, Y., y ALCALÁ, P. (1992). Guía para el uso no sexista de las nuevas tecnologías. Madrid: Secretaría de Estado de Educación, MEC.

GILLIBRAND, E., ROBINSON, P., BRAWN, R. y OSBORN, A. (1999). Girls' participation in physics in single classes in mixed schools in relation to confidence and achievement. International Journal of Science Education, 21(4), 349-362.

HARDING, J. y SUTORIS, M. (1984). An object relations account of the differential involvement of boys and girls in science and technology. En M. Lehrke, K. Hoffmann y P. Gardner (Eds.): Interest in Science and Technology Education. Kiel: IPN, University of Kiel.

HARLEN, W. (1989). Educational for equal opportunities a scientifically literate society. International Journal of Science Education, 11(2), 125-134.

HAYNIE III, W.J. (1999). Cross-Gender Interaction in Technology Education: A Survey. Journal of Technology Education, 10(2), 27-40.

HEAD, J. y RAMSDEN, J. (1990). Gender, psychological type and science. International Journal of Science Education, 12 (1), 115-121.

HEWSON, P.W., HOWELL, D., SMENTEK, B. y TOOLIN, R. (1994). A response to gender issues: some methodological and theoretical issues. International Journal of Science Education, 16 (2), 127-130.

HILL, C.E. (1998). Women as technology educators. En B.L. Rider (Ed.): Diversity in technology education, pp. 57-75. New York: Glencoe.

HMSO (1994). The Rising Tide: A Report on Woman in Science Engineering an Technology. London: Polity Press.

HUGHES, G. (2000). Marginalization of Socioscientific Material in Science-Technology-Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform. Journal of Research in Science Teaching, 37(5), 426-440.

JIMÉNEZ, M.P. (1994). Género y Ciencias: el paso siguiente. Aula de Innovación Educativa, 27, 22-25.

JOHNSON, S. (1987). Gender differences in science: parallels in interest experience and performance. International Journal of Science Education, 9(4), 467-481.

KELLY, A. (1981). The Missing Half: girls and science education. Manchester: Manchester University Press.

KELLY, A. (1986). The development of girls' and boys' attitudes to science: A longitudinal study. European Journal of Science Education, 8(4), 399-412.

KELLY, A. (1987). Science for girls? Milton Keynes: Open University Press.

KELLY, A. (1988). Option choice for girls and boys. Research in Science & Technological Education, 6(1), 5-23.

KELLY, A., WHYTE, J. y SMAIL, B. (1984). Girls into science and technology: final report. Manchester: Department of Sociology, University of Manchester.

KENWAY, J. y GOUGH, A. (1998). Gender and science education in schools: A review 'with attitude'. Studies in Science Education, 31, 1-30.

KIRKUP, G. y KELLER, L.S. (1992). Inventing women: Science, technology and gender. Cambridge, UK: Polity Press.

LENARDUZI, Z.V., VALLEJOS, A.L. (1996). Mujeres, feminismo y género en la producción del conocimiento científico. Ciencia, docencia y tecnología, 12, 101-120.

LIEDTKE, J. (1995). Changing the organizational culture of technology education to attract minorities and women. The Technology Teacher, 54(6), 9-14.

MANTHORPE, C.A. (1982). Men's Science, Women's Science or Science? Some Issues Related to the Study of Girls' Science Education. Studies in Science Education, 9, 65-80.

MARKERT, L.R. (1996). Gender related to success in science and technology. The Journal of Technology Studies, 22(2), 21-29.

MAYBERRY, M. (1998). Reproductive and resistant pedagogies: the comparative roles of collaborative learning and feminist pedagogy. Journal of Research in Science Teaching, 35(4), 443-462.

McCARTHY, A.C. y MOSS, G.D. (1994). A Comparison of Male and Female Pupil Perceptions of Technology in the Curriculum. Research in Science & Technological Education, 12(1), 5-13.

MEYER, K. (1998). Reflections on being female in school science: toward a praxis of teaching science. Journal of Research in Science Teaching, 35(4), 463-471.

MONHARDT, R.M., TILLOTSON, J.W. y VERONESI, P.D. (1999). Same destination, different journeys: a comparison of male and female views on becoming and being a scientist. International Journal of Science Education, 21(5), 533-551.

MUÑOZ-PÁEZ, A. (1996). Algunas contribuciones de la mujer a las ciencias experimentales. Enseñanza de las Ciencias, 14(2), 233-237.

PAYNE, G., HUSTLER, D. y CUFF, T. (1984). GIST or PIST: Teachers' perceptions of the Project Girls into Science and Technology. Manchester: Manchester Polytechnic.

RAAT, J.H. y DE VRIES, M.J., Eds. (1986). What do girls and boys think of technology? Pupils' attitude towards technology. Eindhoven (Netherlands): Eindhoven University of Technology.

RIIS, V. (1986). Technology-now part of the general education in the Swedish comprehensive curriculum. En J.H. Raat y M.J. De Vries (Eds.): What do girls and boys think of technology? Pupils' attitude towards technology, pp. 125-136. Eindhoven (Netherlands): Eindhoven University of Technology.

RODRÍGUEZ, A.J. (1997). The dangerous discourse of invisibility: a critique of the National Research Council's National Science Education Standards. Journal of Research in Science Teaching, 34(1),19-37.

ROMER, R.H. (1988). Editorial: 958 men, 93 women. How many Lise Meitners among those 865? American Journal of Physics, 56(10), 873-874.

ROSE, H. (1994). The two-way street: Reforming science education and transform masculine science. En J. Solomon y G.S. Aikenhead (Eds.): STS Education: International Perspectives on Reform, pp. 155-166. New York: Teachers College Press.

RUSKAI, M.B. (1996). Are "feminist perspective" in mathematics and science feminist? En P.R. Gross, N. Levitt y M.W. Lewis (Eds.): The flight from science and reason, pp. 437-442. New York: New York Academy of Science.

SAHUQUILLO, E., JIMÉNEZ, M.P., DOMINGO, F. y ÁLVAREZ, M. (1993). Un curriculum de ciencias equilibrado desde la perspectiva de género. Enseñanza de las Ciencias, 11(1), 51-58.

SILVERMAN, S. y PRITCHARD, A. (1993). Building their future: Girls in technology education in Connecticut. Hartford, CT: Connecticut Women's Education and Legal Fund.

SILVERMAN, S. y PRITCHARD, A. (1994). Building their future II: High school girls and technology education in Connecticut. Hartford, CT: Connecticut Women's Education and Legal Fund.

SILVERMAN, S. y PRITCHARD, A. (1996). Building Their Future: Girls and Technology Education in Connecticut. Journal of Technology Education, 7(2), 41-54.

SJØBERG, S. e IMSEN, G. (1988). Gender and Science Education. En P. Fensham (Ed.): Development and Dilemmas in Science Education, pp. 218-248. London: Falmer Press.

SMAIL, B. (1985). An attempt to move mountains: The Girls Into Science and Technology (GIST) Project. Journal of Curriculum Studies, 17(3), 351-354.

SMAIL, B. y KELLY, A. (1984a). Sex differences in science and technology among 11-year-old schoolchildren, I: Cognitive. Research in Science & Technological Education, 2(1), 61-76.

SMAIL, B. y KELLY, A. (1984b). Sex differences in science and technology among 11-year-old schoolchildren, II: Affective. Research in Science & Technological Education, 2(2), 87-106.

SMAIL, B., WHYTE, J. y KELLY, A. (1982). Girls into science and technology: the first two years. School Science Review, 63, 620-630.

SMITH, W.S. y ERB, T.O. (1986). Effect of women science career role models on early adolescents' attitudes toward scientists and women in science. Journal of Research in Science Teaching, 23(7), 667-676.

SOLSONA, N. (1991). ¿Qué modelo de ciencia puede favorecer la coeducación?. En La Enseñanza de las Matemáticas y las Ciencias Experimentales (III Jornadas Internacionales de Coeducación, Valencia), 75-82.

SOLSONA, N. (1993). Dones científiques o ciència en mans de les dones? Enseñanza de las Ciencias, nº extra (IV Congreso), 135-136.

SONEIRA, G. (1991). Nuevas tecnologías, viejas desigualdades. En La Enseñanza de las Matemáticas y las Ciencias Experimentales (III Jornadas Internacionales de Coeducación, Valencia), 107-116.

SONEIRA, G., LIRÉS, M.A. y PIZARRO, I. (1993). Actitudes del alumnado ante las materias optativas de ciencias y letras. Diferencias de género. Enseñanza de las Ciencias, nº extra (IV Congreso), 137-138.

SPEAR, M.G. (1987). Science teachers' perceptions of the appeal of science subjects to boys and girls. International Journal of Science Education, 9(3), 287-296.

STARK, R. y GRAY, D. (1999). Gender preferences in learning science. International Journal of Science Education, 21(6), 633-644.

TRAUTMAN, D.K., HAYDEN, T.E. y SMINK, J.M. (1995). Women surviving in technology education: What does it take? The Technology Teacher, 54(5), 39-42.

UNESCO (1984). Encouraging girls into science and technology education: Some European initiatives. Science and Technology Education Document Series, 7. París: UNESCO.

VOLK, K. y HOLSEY, L. (1997). TAP: A gender equity program in high technology. The Technology Teacher, 56(4), 10-13.

WEINBURGH, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387-398.

WHYTE, J. (1986). Girls into science and technology: The story of a project. London: Routledge & Kegan Paul.

ZUGA, K.F. (1996). Reclaiming the voices of female and elementary school educators in technology education. Journal of Industrial Teacher Education, 33(3), 23-43.

ZUGA, K.F. (1998). A historical view of women' s roles in technology education. En B.L. Rider (Ed.): Diversity in technology education, pp. 13-35. New York: Glencoe.

ZUGA, K.F. (1999). Addressing Women' s Ways of Knowing to Improve the Technology Education Environment for All Students. Journal of Technology Education, 10(2), 57-71.

Apéndice: revistas citadas

Alambique

American Biology Teacher

American Journal of Physics

Arbor

Argumentos de Razón Técnica

Aster

Australian Science Teachers Journal

Aula de Innovación Educativa

Boletín del Colegio de Doctores y Licenciados de Baleares

Bulletin of Science, Technology, and Society

Bordón

Borrador

Ciencia, docencia y tecnología

Colombia: Ciencia y Tecnología

Comunicación, Lenguaje y Educación

Cuadernos de Pedagogía

Cultura y Educación

Didáctica de las Ciencias Experimentales y Sociales

Didaskalia

Educación Abierta

Educational Forum

Educational Leadership

Enseñanza de las Ciencias

Instructional Science

Interchange

International Journal of Science Education (antes European Journal of Science Education)

International Journal of Technology and Design Education

Investigación en la Escuela

Journal of College Science Teaching

Journal of Chemical Education

Journal of Curriculum Studies

Journal of Epsilon Pi Tau

Journal of Industrial Teacher Education

Journal of Philosophy of Education

Journal of Research in Science Teaching

Journal of Science Education and Technology

Journal of Science Teacher Education

Journal of Teacher Education

Journal of Technological Education

Multicultural Teaching

Perspectivas

Physics Education

Research in Philosophy and Technology

Research in Science Education

Research in Science & Technological Education

Revista de Educación

Revista de Educación de la Universidad de Granada

Revista de Estudios del Currículum

Revista Española de Física

Revista Iberoamericana de Educación

Revista Interuniversitaria de Formación del Profesorado

Revista Pensamiento Educativo

School Science and Mathematics

School Science Review

Science Education

Science & Education

Science Educator

Science Teaching

Science, Technology, and Human Values

Science, Technology & Society

Signos

Studies in Science Education

Synthese

Taula

Teaching Education

Technology in Society

Theory into Practice

The Journal of Design and Technology Education

The Journal of Technology Studies

The Science Teacher

The Technology Teacher

Notas

(1) Consejería de Educación y Ciencia de la Junta de Andalucía. Servicio de Inspección de la Delegación Provincial de Huelva (España). E-mail: <ja_acevedo@airtel.net>

(2) Departamento de Química Analítica. Universidad de Sevilla (España). E-mail: <pi_acevedo@terra.es>

Formulario de suscripción gratuita a las Novedades del Programa CTS+I

Sala de lectura CTS+I
Ciencia, tecnología, sociedad e innovación

Organización de Estados Iberoamericanos
Buscador | Mapa del sitio | Contactar
| Página inicial OEI|