Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Análisis crítico de literatura científica. Una experiencia de la Facultad de Ciencias de la Pontificia Universidad Javeriana

No. 2 (2016-12-01)
  • Emilce Moreno Mosquera
    1Pontificia Universidad Javeriana, Bogotá, Colombia (moreno-e@javeriana.edu.co)
  • Concepción Puerta Bula
    2Pontificia Universidad Javeriana, Bogotá, Colombia (cpuerta@javeriana.edu.co)
  • Claudia Cuervo Patiño
    3Pontificia Universidad Javeriana, Bogotá, Colombia (claudia.cuervo@javeriana.edu.co)
  • Adriana Cuéllar Ávila
    4Pontificia Universidad Javeriana, Bogotá, Colombia (acuellar@javeriana.edu.co)

Referencias

Adler, R. y Brown, J. (2008). Minds on fire: Open education, the long tail, and learning 2.0. EDUCAUSE Review, 43 (1), 16-32.

Bain, R. (2000). Into the breach: Using research and theory to shape history instruction. En P.Stearns, P.Seixas y S.Wineburg (eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 331-353). Nueva York: New York University Press.

Bain, R. (2006). Rounding up unusual suspects: Facing the authority hidden in history textbooks and teachers. Teachers College Record, 108 (10), 2080-2114.

Bajtin, M. M. (1997). Hacia una filosofía del acto ético. En Hacia una filosofía del acto ético. De los borradores y otros escritos (pp. 7-81). Traducción del ruso de Tatiana Bubnova. Barcelona: Anthropos.

Bajtin, M.M. (1981). The dialogic imagination. Four essays. Trad. C.Emerson y M.Holquist. Austin: University of Texas Press.

Bajtin, M. M. (1982). Estética de la creación verbal. Madrid: Siglo XXI.

Bazerman, Ch. (1988). Shaping knowledge. The genre and activity of the experimental article in science. Madison: University of Wisconsin Press.

Bazerman, Ch. (1995). The informed writer: Using sources in the disciplines. 5th ed. Boston: Houghton Mifflin Company.

Bazerman, Ch., Little, J., BethelL., Chavkin, T., Fouquette, D. y GarufiS, J. (2005). Reference guide to writing across the curriculum. West Lafayette, Indiana: Parlor Press.

Bazerman, Ch., Little, J., BethelL., Chavkin, T., Fouquette, D. y GarufiS. J. (2016). Escribir a través del curriculum. Una guía de referencia. Córdoba: Universidad Nacional de Córdoba. Edición de Federico Navarro. https://rdu.unc.edu.ar/handle/11086/4030

Beaufort, A. (2007). College writing and beyond: A new framework for university writing instruction. Logan: Utah State UP.

Bhatia, V. K. (2004). Worlds of written discourse: A genre-based view. Londres: Continuum.

Bruner, J. S. (1966). Hacia una teoría de la instrucción. Cambridge, Mass.: Belkapp Press.

Candela, A. (1997). Demonstration and problem solving exercises in school science: Their transformation in Mexican primary classroom. Science Education, 81, 457-513.

Carlino, P. y Padilla, C. (2010). Alfabetización académica e investigación acción: enseñar a elaborar ponencias en la clase universitaria. En G.Parodi (ed.), Alfabetización académica y profesional en el siglo XXI: leer y escribir desde las disciplinas (pp. 153-182). Santiago de Chile: Academia Chilena de la Lengua/Planeta.

Carter, M. (2007). Ways of knowing, doing, and writing in the disciplines. College Composition and Communication, 58 (3), 385-418.

Castedo, M. (2007). Notas sobre la didáctica de la lectura y la escritura en la formación continua de docentes. Lectura y Vida, 28 (2), 6-18.

Castillo, M., Triana, N., Duarte, P., Pérez, M. y Lemus, E. (2007). Sobre las pruebas Saber y de Estado: una mirada a su fundamentación y orientación de los instrumentos en lenguaje. Bogotá: ICFES.

Coffey, A. y Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.

Driver, R., Newton, P. y Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.

Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268-291.

Dysthe, O. (1996). The multivoiced classroom: Interactions of writing and classroom discourse. Written Communication, 13 (3), 385-425. doi: 10.1177/0741088396013003004

Dysthe, O. (2000). “Giving them the tools they need to succeed”. A high school teachers’ use of writing and talking to learn. Ponencia presentada en la Writing 2000 Biennial Conference of EARLI sig Writing, Universidad de Verona, Italia.

Dysthe, O. (2012). Multivoiced classrooms in higher education academic writing. En M.Castelló y C.Donahue (eds.), University writing: Selves and texts in academic societies (pp. 201-216). Bingley: Emerald Group Publishing.

Erduran, S. y Jimenez-Aleixandre, M. (eds.). (2008). Argumentation in science education: Perspectives from classroom-based research. Nueva York: Springer.

Erickson, F. (1989). Métodos cualitativos de investigación sobre la enseñanza. En M. C.Wittrock (ed.), La investigación de la enseñanza II (203-247). Barcelona: Paidós.

Flower, L. y Hayes, J. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31, 21-32.

Ford, M. J. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92 (3), 404-423.

Ford, M. y Wango, M. B. (2012). Dialogic framing of scientific content for conceptual and epistemic understanding. Science Education, 96, 369-391.

Gee, J. P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44, 714-725.

Gilbert, N. y Mulkay, M. (1984). Opening Pandora’s box: A sociological analysis of scientists discourse. Cambridge: Cambridge University Press.

Goetz, J. P. y LeCompte, M. D. (1984). Etnografía y diseño cualitativo en investigación educativa. Madrid: Morata.

Greene, S. y Lidinsky, A. (2008). From inquiry to academic writing. A text and reader. Boston-Nueva York: Bedford.

Haas, C. (1994). Learning to read biology: One student’s rhetorical development in college. Written Communication, 11 (1), 43-84.

Hall, J. (2009). WAC/WID in the next America: Redefining professional identity in the age of the multilingual majority. The WAC Journal, 20, 33-49. http://wac.colostate.edu/journal/vol20/hall.pdf

Hillard, V. y Harris, J. (2003). Making writing visible at Duke University. Peer Review, 6 (1), 15-17.

Kelly, G. J. (2008). Inquiry, activity and epistemic practice. En R.Duschl y R.Grandy (eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 99-117). Róterdam: Sense Publishers.

Lemke, J. L. (1997). Aprender a hablar ciencia. Barcelona: Paidós.

Marrero, J. y RodríguezM. L. (2007). Bakhtin y la educación. Revista Curriculum, 21, 27-56.

Miles, M. B. y Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Thousand Oaks, CA: Sage.

Moje, E. B., McIntosh Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R. y Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39 (1), 38-71.

Myung, S., Rollin, J., You, C., Sun, F., Chandrayan, S., Adams, M.W.W. y Zhang, P. (2014). In vitro metabolic engineering of hydrogen production at theoretical yield from sucrose. Metabolic Engineering, 13, 70-77.

Potter, J. (1996). Representing reality: Discourse, rhetoric and social construction. Londres: Sage.

Russell, D. R. (2013). Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. Revista de Docencia Universitaria, 11 (1), 161-181.

Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

Thaiss, C. y Porter, T. (2010). The state of WAC/WID in 2010: Methods and results of the U.S. survey of the international WAC/WID mapping project. College Composition and Communication, 61 (3), 524-570.

Todorov, Tzvetan (1981). Mikail Bakhtine. Le principe dialogique. Suivi des ecrit du cercle de Bakhtine. París: Éditions du Seuil.

Villalón, R., y Mateos, M. (2009). Concepciones del alumnado de secundaria y universidad sobre la escritura académica. Infancia y Aprendizaje, 32 (2), 219-232.

Wallace, M. y Wray, A. (2011). Critical reading and writing for postgraduate students. Londres: Sage Publications.