Metodologies - Bibliografia - Institut de Ciències de l'Educació (I.C.E.)

BIBLIOGRAFIA. Metodologies

DOCÈNCIA

	At the elbow of another Wolff-Michael Roth, Kenneth George Tobin 340 pp., Peter Lang Pub Inc, EU, 2005 Abstact Explores the experiences of teaching teams at different stages of the career ladder.
	Authentic School Science. Knowing and Learning in Open-Inquiry Science Laboratories Wolff-Michael Roth 296 pp., Kluwer Academic Publishers, 1995 Abstract The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environmennts. The reader is thus encouraged not only to take the research findings as such, but also to reflect on the process of arriving a these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
	Barriers and Biases in Computer-Mediated Knowledge Communication Bromme, Rainer; Hesse, Friedrich W.; Spada, Hans (Eds.) 331 pp., Kluwer Academic Publisher, 2005 Abstract This books deals with computer-mediated cooperation and communication scenarios in teaching and learning situations, leisure activities (e.g. laypersons looking for expert information on the internet), and net-based communication at work. Such scenarios will become increasingly important. But the successful use of such computer-mediated settings is not trivial. Cooperative learning and work itself requires special skills and strategies. And the technical settings with sometimes restricted, sometimes new possibilities for communication add problems on top of the cooperation itself. What are the barriers in computer-mediated communication for cooperative learning and work? Which are the most relevant biases in computer-mediated information processing? Based on empirical research, the contributors from psychology, education and computer sciences offer different perspectives on the nature and causes of such barriers. The chapters also give an answer to the question as to how it might be possible to overcome these barriers and biases to fully gain advantage from the new technical opportunities. These results and answers are of interest for students as well as for researchers in all fields related to the use and evaluation of computer software in communication settings.
	Being and Becoming in the Classroom Wolff-Michael Roth 208 pp., Open University PressAblex Publishing, EU, 2006 Abstract Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live "in the heat of the moment," but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working "at the elbow of" experienced teachers and discussing the events of the day with other teachers.
	Cómo innovar en el Prácticum de Magisterio. Aplicación del portafolios a la enseñanza universitaria Rodríguez Marcos (Dir.) 288 pp., 24 x 17, 2002 Descripción Este trabajo es una experiencia sobre el Prácticum que realizan los estudiantes de Magisterio en el período de su Formación Inicial y que se ha desarrollado durante los cursos 1998-99 y 1999-00 en la Escuela de Formación de Profesores de la Universidad Autónoma de Madrid y también es una investigación sobre esa experiencia que pone de relieve el alcance y los resultados de la misma.
	Cooperative Learning Robert E. Slavin 194 pp., Allyn & Bacon, 1995 Abstract Cooperative Learning, Second Edition is the most up-to-date and complete presentation of cooperative learning currently available. Written by one of the national leaders in research on cooperative learning, the book presents a readable, concise guide to research on the subject. It includes recent developments that point to essential elements of cooperative methods needed to make them effective for achievement, intergroup relations, positive mainstreaming outcomes, self-esteem, and other outcomes. In addition, this book provides detailed guides to powerful and broadly applicable methods, including Student Teams-Achievement Divisions, Jigsaw II, and more. Throughout the book are vignettes, cases, and commentary from teachers who have successfully used cooperative learning in their classes, making the book come alive and communicating the real problems and potential of transforming classrooms into cooperative environments.
	Desarrollar la práctica reflexiva en el oficio de enseñar Philippe Perrenoud 224 pp., Ed. Graó, 2004 Descripción En la reflexión sobre el oficio de enseñar, la figura de practicante reflexivo propuesta por Schön, se impone cada vez con más fuerza. Los saberes racionales no bastan para hacer frente a la complejidad y a la diversidad de situaciones laborales. Por este motivo la principal apuesta consiste en recuperar la razón práctica, es decir los saberes de la experiencia basada en un diálogo con lo real y la reflexión en la acción y sobre la acción. La práctica reflexiva tiene como objetivo coparticipar y hacer dialogar entre sí estos diversos saberes.
	Designing Communities David McConnell 313 pp., Kluwer Academic Publishers, Netherlands, 1998 Abstract This book is centrally concerned with knowing and learning in communities, including the roles of setting, tools, artifacts, materials, and community members (who engage in activities with varying degrees of competence across a variety of practices). My ultimate goal, to which the current book contributes, is to construct learning environments in which students have significant opportunities to take charge of their own learning; to construct learning environments that are fundamentally oriented toward democratic ideals--independent of the age of the learner--rather than the preparation of "obedient bodies" (Foucault, 1975) who become fodder for factories and exploitation.
	Dialogic Learning :Shifting Perspectives to Learning, Instruction, and Teaching Jos van der Linden, Peter Renshaw 263 pp., Kluwer Academic Publisher, UK, 2004 Abstract This book shows the importance of a more socially grounded account on learning, instruction and teaching at and between different levels: meta-theory, theory, methods and educational practices. Three main questions are dealt with in the research presented in the book: 1. what are the affordances and constraints of a dialogic view of knowing, knowledge, and learning; 1. how useful it is to integrate contemporary learning mechanisms and concepts (like elaboration, metacognition) within a dialogic framework; 1. what are the educational implications of a dialogic view of knowing and learning. Both educational researchers and educational practitioners, such as teachers, will find many valuable ideas in this book that will help them.
	Discussion As A Way Of Teaching Stephen D. Brookfield, Stephen Preskill 191 pp., Open University Press, UK, 1999 Abstract This book is written for all university and college teachers interested in experimenting with discussion methods in their classrooms. Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on: * How to prepare students and teachers to participate in discussion * How to get discussions started * How to keep discussions going * How to ensure that teachers' and students' voices are kept in some sort of balance.
	El Aprendizaje basado en problemas. Una propuesta metodológica en Educación Superior. Del Valle López, A.; Escribano González, A. 192 pp., Ed. Narcea, 2008 ISBN: 9788427715752 Descripción La metodología del Aprendizaje Basado en Problemas (ABP) es una innovación en la Educación Superior, que se utiliza para la enseñanza de diversas áreas de conocimiento y, con frecuencia, para el trabajo de competencias profesionales determinantes en el perfil de alumno universitario. El ABP intenta construir comunidades de aprendizaje colaborativo utilizando problemas reales. La presente obra introduce las bases fundamentales de esta metodología recorriendo sus principios pedagógicos didácticos y las propuestas más actuales.
	El trabajo en grupo y la diversidad en el aula Judith H. Shulman, Rachel A. Lotan y Jennifer A. Whitcomb (comps.) 250 pág., Editorial Amorrortu, 1998 Descripción Historias y experiencias de docentes de escuelas primarias y secundarias dan lugar a reflexionar sobre las dificultades y posibilidades del trabajo en grupo. Este se impone en las actividades creativas y productivas reales de la sociedad, y se plantea en el marco de la diversidad de los estudiantes en las aulas. En forma de estudios de casos, las historias brindan al comprometido en desarrollar nuevas prácticas pedagógicas una oportunidad para pensar críticamente las relaciones entre las prácticas docentes, el conocimiento, los fines de la educación y la comprensión de nuestros estudiantes como fundamento del trabajo escolar. Se estudian aspectos de detalle como la formación de los grupos de trabajo, la organización de las actividades, la orientación de los estudiantes, las intervenciones del docente y el diseño de evaluaciones consistentes con esta propuesta de trabajo en grupo. El libro se acompaña separadamente de una guía destinada al facilitador, que propone estrategias para utilizar los casos difíciles aquí desarrollados y ponerlos al servicio de la formación y el perfeccionamiento de los docentes.
	Enaction. Toward a Zen Mind in Learning and Teaching Domenico Masciotra, Wolff-Michael Roth and Denise Morel 219 pp., Sense Publishers, Rotterdam, 2007 Abstract This book is addressed to all those in the field of education or related fields, including teachers, teacher-trainers, consultants, and researchers, who are interested in exploring the question, “What does it mean to know, to learn and to teach?” Contrary to popular conceptions, an enactive perspective assumes that knowing and learning are not disembodied operations that take place solely in a person’s head. Rather, they are a function of the whole person who is firmly situated in the world and who acts in the world to transform it, just as she is transformed by it. The dynamic and transformational nature of knowing and learning are reflected in the relationship between the person and her world, a relationship that evolves through acting in and with the world rather than abstracting oneself from it. Knowing develops as a function of the person’s availability, that is, her full involvement and presence in the here- and-now. The aim of education is thus to foster the development of this relationship in a never-ending quest for deep interiority with the world.
	La Enseñanza Unviersitaria centrada en el aprendizaje: Estrategias útiles para el profesorado Prieto Navarro, L. 188 pp., Ed. Octaedro S. L., 2008 ISBN: 9788480639248 Descripción Con la filosofía del Espacio Europeo de Educación Superior como telón de fondo, ofrece un conjunto de reflexiones teóricas que encuentran su concreción en estrategias didácticas útiles para el profesor universitario que desea hacer del aprendizaje el centro de su enseñanza, la razón de ser de su práctica docente y de su pensar pedagógico. Los capítulos abordan una serie de cuestiones didácticas de especial relevancia en el contexto universitario actual, que encuentran su sentido en el marco de un paradigma de enseñanza centrada en el aprendizaje. Esta concepción ciertamente novedosa acerca de lo que significa enseñar y aprender en la universidad actual constituye el eje vertebrador de las ideas que aquí se exponen y de las estrategias didácticas que se describen para facilitar el aprendizaje universitario en aspectos muy diversos.
	La incorporación de las TIC en la Docencia Universitaria: Recursos para la formación del Profesorado. García-Valcarcel Muñoz-Repiso, A. 171 pp., Ed. Davinci, 2009 ISBN: 9788492651191 Descripción Se ofrecen recursos al profesorado universitario con interés en su formación pedagógica con la finalidad de adaptar su enseñanza a las TIC. Se abordan temas como la tutoría, la metodología por proyectos, las plataformas de gestión del conocimiento y la evaluación. Además se ofrece un modelo de formación del profesorado (puesto en práctica en la Universidad de Salamanca) basado en la reflexión de los docentes sobre su práctica profesional y el cambio metodológico que supone la integración de las TIC en los procesos de enseñanza-aprendizaje universitario
	Flexible Higher Education: Reflections from Expert Experience 172 pp., Ed. Elizabeth J. Burge, 2007 Description What did forty-four leading-edge distance education pioneers in higher education experience and learn over their careers? What concerns and research ideas could they pass on to younger colleagues to consider? What do seven expert commentators find in those lessons and experience that might promote theory-building and practice enhancement for post-secondary education? This unique book analyzes the work of over forty pioneers who helped drive key late twentieth century changes in access to, and learning in, higher education, via distance education. It examines how they defined their challenges, made decisions, coped with traditionalist resistance, developed new teaching and learning models, used various technologies, felt the excitement of innovation, and, above all, respected adult learners? goals and contexts. The book also assesses the relevance of that experience and skill to today?s contexts. Seven international leaders in adult, distance and higher education assess the pioneers? reflections to glean the ideas of most relevance for contemporary teachers and administrators. Flexible Higher Education provides key reading for post-secondary educators who are interested in learning and teaching design, technology use, quality assurance, learner access and inclusion, innovation in higher education and respect for reflective wisdom.
	Good Practice in Science Teaching Osborne, Jonathan; Editor: Monk, Martin 256 pp., Open University Press, 2000 Abstract This book offers a summary of major educational research and scholarship important to the field of science education. Written, in a clear, concise and readable style, the authors have identified the principal messages and their implications for the practice of science teaching. Aimed at science teachers of children of all ages, and others who work in teaching and related fields, the book provides an invaluable first guide for science teachers. All of the chapters are written by authors from King's College and the University of Leeds, both of which are institutions with an international reputation for their work in the field with top research ratings. Each chapter summarises the research work and evidence in the field, discussing its significance, reliability and implications. ValOffers a summary of major educational research and scholarship important to the field of science education. This volume provides a summary of the main findings that educational research has to offer on good practice in school science teaching. It offers an overview of academic scholarship and research in the field, and introduces the ideas and evidence that guide and shape practice in science education.
	Grupos inteligentes. Teoría y práctica del trabajo en equipo Fernando Cembranos, José Ángel Medina 301 pp., Editorial Popular, Madrid, 2003 Descripción Este libro presenta una reconceptualización de los procesos del grupo de trabajo y de las técnicas que en él pueden aplicarse realizada desde la práctica. Parte de la base de que la inteligencia colectiva es mejor y más completa que la individual.
	Higher Education Pedagogies Michael Prosser, Keith Trigwell 194 pàg., Open University Press, UK, 1999 Abstract How can university teachers improve the quality of student learning? Prosser and Trigwell argue that the answer lies in determining how students perceive their unique learning situations. In doing so they draw upon the considerable body of educational research into student learning in higher education which has been developed and published over the past three decades; and they enable university teachers to research and improve their own teaching. This book outlines the key principles underlying successful teaching and learning in higher education, and is a key resource for all university teachers.
	La calidad de la educación virtual a examen Francisco Andrés García Martínez 241 pp., Grupo editorial universitario, Granada, 2005 Descripción Las nuevas tecnologías de la información y la comunicación han revolucionado el mundo de la enseñanza. La educación virtual se convierte en una apuesta de futuro que permite aprender sin límites de espacio ni de tiempo, una atractiva propuesta que necesita conocer sus fortalezas y debilidades. Innumerables son los cursos y ofertas formativas que se han multiplicado en el mercado, instituciones de todo tipo se lanzan a la aventura on line. Tras esta primera explosión mediática viene el necesario reposo reflexivo de comenzar a someter la calidad de la educación virtual a examen.
	La interacción en la clase magistral Terasa Morell Moll 119 pp., Publicaciones Universdad de Alicante, Alicante, 2004 Descripción La clase magistral ha sido el elemento central, casi exclusivo, que ha marcado la historia de los métodos de enseñanza. En la actualidad, incluso con la incorporación de las nuevas tecnologías al ámbito de la enseñanza, esta manera de ejercer la docencia sigue siendo el método más extendido, pese a que muestra una importante carencia: la escasa interacción entre profesores y alumnos. Y es en este punto donde radica la más importante novedad del libro: a partir de elementos de trabajo extraídos tanto de oradores clásicos como de los más recientes y diversos estudios sobre la cuestión, el docente encontrará toda una serie de estrategias destinadas a convertir la relación entre profesor y alumno en una relación participativa, adaptada a los nuevos tiempos y destinada a sacar el máximo partido pedagógico de la clase magistral.
	La pedagogía de contrato Halina Przesmycki 200 pp., Ed. Graó, 2000 Descripción Este libro está dedicado por entero a la pedagogía de contrato: a su definición, sus orígenes, su fundamentación teórica, su desarrollo (desde que se analiza la situación que será objeto de contrato hasta que se evalúan los resultados obtenidos), así como a la diversa y variada tipología de contratos posibles, que va desde el contrato didáctico al contrato institucional, pasando por el contrato como herramienta para resolver un conflicto, por el contrato para negociar un proyecto de trabajo o por el contrato de ayuda individualizada al alumnado con problemas de adaptación escolar y con dificultades de aprendizaje. Gran número de ejemplos prácticos.
	Learning Science A Singular Plural Perspective Wolff-Micheal Roth 372 pp., Sense Publishers, 2006 Abstract How do you intend (to learn, know, see) something that you do not yet know? Given the theory-laden nature of perception, how do you perceive something in a science demonstration that requires knowing the very theory that you are to learn? In this book, the author provides answers to these and other (intractable) problems of learning in science. He uses both first-person, phenomenological methods, critically analyzing his own experiences of learning in unfamiliar situations and third-person, ethnographic methods, critically analyzing the learning of students involved in hands-on investigations concerning motion and static electricity. Roth continues his longstanding interest in understanding how we learn science and the question why all the changes to science education made over the past five decades have a significant impact of increasing understanding and interest in the subject. Roth articulates in his concluding chapter that the problem lies in part with the theories of learning employed—in the course of his biographical experience, he has appropriated and abandoned numerous theoretical frameworks, including (radical, social) constructivism, because they fell short when it came to understand real-time processes in school science classrooms. This book, which employs the cognitive phenomenological method described in the recently published Doing Qualitative Research: Praxis of Method (SensePublishers, 2005), has been written for all those who are interested in learning science: undergraduate students preparing for a career in science teaching, graduate students interested in the problems of teaching and learning of science, and faculty members researching and teaching in science education.
	Learning to teach in Higher Education Paul Ramsden 272 p. RoutledgeFalmer, 2005 2nd ed. Descripción This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development. The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of principles for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training.The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, and professional courses leading to accreditation.
	Learning together. Peer tutoring in higher education Nancy Falchikov 336 pp., RoutledgeFalmer, Estats Units, 2001 Abstract The number of students in higher education has expanded dramatically in recent years, but funding has not kept pace with this growth. The result is less contact time for lecturers and their students, and corresponding worries about how the quality of teaching and learning can be improved. Peer tutoring is one method, which is growing in popularity, and has already proved successful in a number of countries. This book provides an introduction to the methods and practice of peer tutoring focusing on how to set up schemes and how to cope with common problems. It discusses the theory behind this form of learning and the beneficial effects associated with it. Summaries are included at the end of each chapter.
	Metodología participativa en la Enseñanza Universitaria. López Noguero, Fernando 175 pp., Ed. Narcea, 2007 ISBN: 9788427714984 Descripción El presente libro analiza en profundidad la metodología participativa (fundamentos y principios, posibilidades, etc.), así como las técnicas que las sustentan (tipología, características, cómo utilizarlas y construirlas, etc.). En la actualidad se está convirtiendo en un instrumento de primera línea para avanzar en la enseñanza universitaria, ya que sus principios se orientan hacia una educación para la acción, desarrollando una propuesta de nueva práctica pedagógica orientada a transformar y mejorar los procesos que se dan dentro del ámbito de la enseñanza superior, así como a dar respuesta a las necesidades e intereses del alumno y del aula. Esta nueva forma de entender la docencia universitaria viene avalada y respaldada por las directrices del Espacio Europeo de Educación Superior, de inmediata implantación.
	Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario ante el espacio europeo de educación superior Mario de Miguel Díaz (coord.) 232 pp., Ed. Alianza, 2006 Descripción El proceso de Convergencia Europea de la Educación Superior implica cambios profundos en los escenarios y metodologías de la enseñanza universitaria. Los enfoques clásicos, centrados en el aula y en la actividad del profesor, deben dar paso a una enseñanza dirigida al aprendizaje de competencias a través de la actividad autónoma del estudiante Este texto pretende ayudar al profesor en esta difícil tarea facilitándole las herramientas y orientaciones necesarias para planificar, implantar y evaluar los procesos de enseñanza-aprendizaje bajo este nuevo enfoque. Tiene un propósito práctico y divulgador presentando los distintos escenarios o modalidades organizativas docentes (seminarios, clases teóricas, tutoría, etc.) donde aplicar los diversos métodos de enseñanza-aprendizaje (estudio de casos, aprendizaje cooperativo, lección magistral, etc.). El profesor seleccionará y combinará estas modalidades y métodos según las competencias que pretende que alcancen sus estudiantes.
	Nuevas Tecnologías y Educación Francisco Martínez Sánchez y Mª Paz Prendes Espinosa (coords.) 240 pp., Ediciones Pearson, Prentice Hall, 2004 Descripción En este libro, una serie de profesores de Tecnología Educativa de 7 Universidades españolas y de 4 Universidades extranjeras (Caribe, Canadá, Venezuela y USA), presentan las últimas tendencias en tecnología educativa en España y el resto del mundo. Es un libro, pues, de lectura imprescindible para varias asignaturas de Pedagogía.
	On Becoming an Innovative University Teacher: Reflection in Action John Cowan 176 pp., Open University Press, UK, 2006 Abstract On Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered.
	Peer tutoring. A teacher's resource guide Edward E. Gordon 81 pp., Scarecrow education, UK, 2005
	Teaching for Thinking Robert J. Sternberg and Louise Spear-Swerling 163 pp., American Psychological Association, 1996 Abstract What constitutes "good thinking"? How do analytical, practical, and creative thinkers differ? Which teaching strategies promote thinking to learn as well as learning to think? Can asking the right kinds of questions enhance student thinking? In what ways do tests squelch creative and insightful problem solving? Why do some good thinkers fail? How can teachers prepare for the challenges of teaching for thinking? The authors consider these issues and others as they explore the thinking classroom. Richly illustrated with lively classroom vignettes and inventive teaching activities, this volume is undergirded with an empirically validated and classroom-tested psychological theory that lays out the three ways of thinking and the cognitive processes that underlie them.
	Teaching Together, Learning Together Roth, Wolff-Michael and Tobin, Kenneth. (Eds.) 275 pp., Peter Lang Pub Inc, EU, 2005 Abstract Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpose of improving teaching and learning. In this book, contributors from four countries report on how coteaching and cogenerative dialoguing worked in their situation.
	Technology-based Education: Bringing Researchers And Practitioners Together Lisa M. Pytlikzillig, Roger H. Bruning, Mary Bodvarsson, Mary Bodvarsson (Editor), Roger H. Bruning (Editor) Information Age Pub, 2005 Abstract This book contains the proceedings from the second Nebraska Symposium on Information Technology in Education, which was held in Lincoln, Nebraska June 16-18, 2004. Organized around the theme that has become the title of this book, this symposium provided a forum for bringing people representating different interests and domains of expertise into fruitful interaction.
	Web-based learning Roger Bruning, Christy A. Horn, Lisa M. PytlikZillig (Ed.) 275 pp, Information Age Publishing, 2003 Abstract Research on web-based learning: a half-full glass Nine ways to reduce cognitive load in multimedia learning Technology: the great equalizer? InfoGather: a tool for gathering and organizing information from the web ThinkAboutIt!: a web-based tool for improving critical thinking Teachers, technology, and students at risk At risk in cyberspace: responding to at-risk students in online courses Engineering issues and perspectives in developing online courses The pedagogical impact of course management systems on faculty, students, and institution Technological indicatos of impact of course management systems Intellectual property considerations for online educational multimedia projects: What you don't know could byte you Recommendations and "Voices from the Field"
	When tutor meets student Martha Maxwell 276 pp., The University Michigan Press, USA, 1994 Descripción Aquest llibre presenta experiències de primera mà de tutors. Cada tema explora un tema concret de tutorització. Taken as a whole, these vignettes create a concrete approach to peer tutoring and collaborative learning. These easy-to-read and engaging accounts can be used in classes and workshops on tutor training and as reference material by individual tutors. Discussion questions designed to guide the reader's analysis of tutor-student interaction follow each account; these are of particular value in helping tutors focus on critical points of the tutorial.

APRENDIZAJE

	Adquisición del conocimiento J.I. Pozo 271 pp., Ediciones Morata SA, septiembre, 2003 Descripción Se dice que vivimos en la sociedad del conocimiento, pero para muchas personas es más bien la sociedad de la información. Convertir la información en auténtico conocimiento requiere dominar nuevos sistemas de representación simbólica (numéricos, artísticos, científicos, gráficos, etc) que no forman parte de nuestro "equipo cognitivo de serie", y que por tanto no están al alcance de todos, sino que deben adquirirse a través de la cultura y, en último extremo, de la educación. Pero esa adquisición plantea a su vez nuevos retos educativos, culturales y también psicológicos. Este libro se ocupa de uno de esos retos: estudiar los procesos mediante los que construimos y adquirimos el conocimiento. ¿Cuál es su naturaleza psicológica y cómo se diferencia de la simple información? ¿Tienen otros animales esa capacidad de conocer o se trata de una conquista exclusivamente humana? ¿Cómo influyen las restricciones biológicas y la cultura en los procesos de adquisición de conocimiento? ¿Son las formas de conocer universales o dependen de la cultura?
	Aprendices del pensamiento. El desarrollo cognitivo en el contexto social Barbara Rogoff 301 pp., Ediciones Paidós, 1993 Descripción Esta obra interdisciplinaria presenta una integración entre la teoría y la investigación sobre el tema de cómo desarrollan los niños su pensamiento al tiempo que participan en actividades culturales con la guía y el apoyo de sus familiares, cuidadores y compañeros. El texto examina los papales recíprocos desempeñados por el universo individual y sociocultural, así como los procesos culturales mediante los que los niños adquieren y amplían sus habilidades y su inteligencia a partir de su implicación en el pensamiento compartido con otras personas. El libro, escrito en un estilo brillante y atractivo, incluye fotografías e ilustraciones originales de la autora, coordinadora del Programa de Psicología Evolutiva de la Universidad de Utah.
	Aprendre Ciències. Tot aprenent a escriure ciència Sanmartí, Neus; [coordinación]; Calvet, Miquel; Custodio, Enric; Estanya, Josep Lluís; Franco, Roser; García, M.Pilar; Izquierdo, Mercè; Màrquez, Conxita; Oliveras, Begoña; Ribas, Núria; Roca, Montserrat; Sardà, Anna; Solsona, Núria; Via, Antònia; [autores] 234 pp., Edicions 62, 2003 Descripción Els autors, membres del grup de recerca Llengua i Ensenyament de les Ciències de la UAB, presenten en aquest llibre les activitats aplicades a l'aula, les reflexions i les experiències de dos anys de treball. Valoren que aprendre ciències no és només aprendre models propis de la ciència, sinó també aprendre les formes de comunicar les interpretacions dels fets de la naturalesa. Així, els estudiants, han de saber aplicar les activitats de descriure, comparar, exposar, justificar o argumentar científicament. L'obra està estructurada en deu capítols: el primer, exposa el marc de referència teòric; el segon, analitza les bones preguntes que s'han de plantejar; els set següents es dediquen a fonamentar i explicar activitats realitzades a l'aula en relació a diverses tipologies textuals i al dibuix com a modalitat comunicativa; i el desè, mostra una unitat didàctica completa en relació a l'aprenentatge de la genètica amb alumnes de 4t d'ESO.
	Constructionism in Practice. Designing, Thinking, and Learning in a Digital World Yasmin Kafai and Mitchel Resnick 339 pp., Lawrence Erlbaum Associates, 2005 Abstract The digital revolution necessitates, but also makes possible, radical changes in how and what we learn. Constructionism in Practice describes a set of innovative educational research projects at the MIT Media Laboratory, illustrating how new computational technologies can transform our conceptions of learning, education, and knowledge. Constructionism in Practice grows out of 30 years of research on technologies for learning and thinking at MIT, and provides a rich and comprehensive description of constructionist educational theories. The book draws on real-world educational experiments conducted in formal and informal contexts: from inner-city schools and university labs to neighborhoods and after-school clubhouses. These experiments demonstrate how technology-based design activities can empower children from a wide range of backgrounds to become more confident and competent learners, and help them make deep connections with important mathematical and scientific ideas. The book integrates ideas from the fields of learning, design, computer science, education, psychology, and epistemology, and presents a comprehensive theoretical framework for technologies in education. The book is divided into four interrelated sections: Perspectives in Constructionism, Learning through Design, Learning in Communities, and Learning about Systems.
	Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy Barry J. Zimmerman , Sebastian Bonner , Robert Kovach 147 pp, American Psychological Association (APA), 1996 Abstract This book is part of the Division 15 series "Psychology in the Classroom," which is aimed at elementary, middle, and high school teachers. The goal of this series is to encourage teachers to base their daily classroom practices on sound principles derived form the latest educational psychology research. The series thus bridges the gap between theory and practice. Each book is written in an accessible, straightforward style and contains a wide range of user-friendly features, such as real-life case illustrations, sample classroom activities, self-study questions, and suggested readings. Every teacher would like to have a classroom full of "smart learners." This accessible guide for midddle school and high school teachers will show the reader how, through self-regulatory training and development, the classroom can be converted into a learning academy full of motivated, empowered students. Teachers will learn how to help students develop five essential study skills as part of their regular classroom assignments: time planning and management, text comprehension and summarization, classroom note-taking, test anticipation and preparation, and writing. Five-week curricula models are presented for each skill area.
	Educational Psychology: Developing Learners Jeanne Ellis Ormrod 720 pp, PearsonPrentice Hall, 2002 Abstract This widely used book is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps readers understand concepts by encouraging them to examine their own learning and then showing them how to apply these concepts as teachers. The book concentrates on core concepts and principles and gives readers an in-depth understanding of the central ideas of educational psychology. More coverage of learning than any other introductory educational psychology book. This book contains unique, integrated coverage of diversity and inclusion and offers readers an opportunity to apply their knowledge of ed psych in an authentic context while strengthening their skills in assessment. For professionals in the field of Educational Psychology.
	El aprendizaje estratégico Juan Ignacio Pozo, Carles Monereo 408 pp., 15.4 x 23.9, Aula XXI - Santillana, Madrid, 2002 Descripción Este libro reúne las aportaciones de una treintena de especialistas a uno de los campos de investigación educativa más prolíficos de los últimos años, el que ha dedicado sus esfuerzos a conectar el aprendizaje de los contenidos curriculares con el aprendizaje de los procedimientos y estrategias para aprender más y mejor esos contenidos y hacerlo, paulatinamente, de manera más autónoma. En la actualidad el concepto de estrategias de aprendizaje está siendo revisado en profundidad. la nueva aproximación se basa en tres novedades : en primer lugar, el concepto de metacognición, de una consciencia cognitiva sobre parte de los procesos y productos mentales que elaboramos, el control y regulación de nuestras acciones mentales en el tiempo. En segundo lugar, el hecho de que las estrategias de aprendizaje no pueden deslindarse de los contenidos, que lo que piensa influya definitivamente en el modo en que se piensa, Por último, el problema, de la motivación, el hecho de que sin intereses, pensar para hacerlo, el resto resulte impracticable. Esta triple influencia sobre el concepto de estrategias de aprendizajeconforma un paisaje complejo e inacabado, pero al mismo tiempo vivo y apasionante, y este libro recoge y profundiza ese debate.
	E-Learning groups and communities David McConnell 209 pàg., Open University Press, England, 2006 Abstract This book makes a great shot at disentangling the challenge of the diversity of learning technologies and their intricate association with pedagogical approaches. The terms used by the book - combining, uniting and interrelationships - in some ways underplay the major challenges it poses. Have a good read of it - and most importantly try out some ideas.
	Estrategias de Aprendizaje. Concepto, evaluación e intervención González-Pienda, J.A., Núñez, J.C., Álvarez, L. y Soler, E. 178 pp., Ed. Pirámide, Madrid, 2001 Descripción Atender la diversidad supone tomar conciencia de la heterogeneidad que poseen los estudiantes a la hora de enfrentarse al proceso de enseñanza-aprendizaje. Esta heterogeneidad tiene que ver con las capacidades, los estilos de aprendizaje, las estrategias cognitivas, las experiencias y los conocimientos previos, la motivación, la atención, el ajuste emocional y social, etc. La tarea de los Departamentos de Orientación es fundamental para que un centro educativo sea capaz de atender adecuadamente a la diversidad. El "asesoramiento psicoeducativo" desempeña una labor crucial al incentivar la innovación educativa en todos los sentidos y, especialmente, al integrar las estrategias de aprendizaje, cognitivas y de autorregulación, en las programaciones de aula, como un elemento clave para desarrollar actuaciones que faciliten una atención adecuada a al diversidad. Esta obra es una herramienta de gran utilidad tanto para el orientador (en su interés por aportar información, instrumentos, recursos, conocimientos, modos de proceder en la instrucción y enseñanza de estrategias de aprendizaje, etc.) como para el profesor (en su afán por desempeñar eficazmente su nuevo rol: enseñar a aprender y regular este proceso). Así, desde diversas ópticas, en todos los capítulos del texto se abordan las estrategias de aprendizaje y enseñanza que facilitan el proceso de atención a la diversidad.
	How Children Learn Language William O'Grady 240 pp., Cambridge University Press, 2005 Abstract Adults tend to take language for granted - until they have to learn a new one. Then they realize how difficult it is to get the pronunciation right, to acquire the meaning of thousands of new words, and to learn how those words are put together to form sentences. Children, however, have mastered language before they can tie their shoes. In this engaging and accessible book, William O’Grady explains how this happens, discussing how children learn to produce and distinguish among sounds, their acquisition of words and meanings, and their mastery of the rules for building sentences. How Children Learn Language provides readers with a highly readable overview not only of the language acquisition process itself, but also of the ingenious experiments and techniques that researchers use to investigate his mysterious phenomenon. It will be of great interest to anyone - parent or student - wishing to find out how children acquire language.
	La formación en Internet. Un modelo de curso online Charo Reparaz; Ángel Sobrino Morrás; José Ignacio Mir 323 pp., Ariel Educación, 2003 Descripción Índex: Introducción. CAPÍTULO 1. Aprendizaje a distancia y a través de internet (web-based learning): algunas cuestiones. 1. Un poco de historia: de la educación a distancia a la formación online. 2. Delimitación de los términos. 3. ¿Hacia un "nuevo" aprendizaje a distancia? 4. Ventajas e inconvenientes del web-based learning. CAPÍTULO 2. Elementos de la formación online. 1. Los protagonistas en un curso online. 1.1. El alumno. 1.2. El profesor. 1.2.1. Un equipo docente. 1.2.2. El coordinador didáctico y el coordinador de tutores. 2. El contexto didáctico. 2.1. Entre la auto-instrucción y el aprendizaje colaborativo. 2.2. Elementos del contexto didáctico. 2.2.1. Los contenidos. 2.2.2. La comunicación. 2.2.3. La evaluación. 3. Infraestructura y gestión. 3.1. Herramientas de enseñanza online. 3.2. Elementos y cualidades de un buen diseño de un curso a través de internet. 3.3. Sentido y finalidad de la guía del alumno y de la guía del tutor. CAPÍTULO 3. Propuesta de un curso online: diseño, planificación y análisis de su eficacia. 1. Introducción. 2. Los elementos del curso. 2.1. Los protagonistas. 2.1.1. Los clientes. 2.1.2. El equipo docente. 2.2. El contexto didáctico. 2.2.1. Los objetivos. 2.2.2. Los contenidos. 2.2.3. Las actividades. 2.2.4. La comunicación. 2.2.5. La evaluación de los alumnos. 2.3. Infraestructura y gestión del curso. 3. La evaluación de la calidad del curso. Conclusiones. Bibliografía. Tablas y gráficos. ANEXOS. Guía del alumno. Guía del tutor.
	Learning Together Online. Research on Asynchronous Learning Networks Roxanne Hiltz and Ricki Goldman 296 pp, Lawrence Erlbaum Publishers, 2005 Abstract This text is recommended reading for those who are interested in research in online education, especially asynchronous learning networks. Hiltz and Goldman bring their long history of engagement in the field to this book, providing at the outset a complete history of the field and ending the book with a prognosis for the future.
	Lectura y conocimiento Juan A. García Madruga 304 pp., Ed. Paidós, Barcelona, 2006 Descripción Los lectores podrán encontrar una presentación clara y completa de los conocimientos científicos más relevantes en este campo, a partir de los cuales es posible comprender en su complejidad la naturaleza y dificultades de la comprensión lectora, y tomar decisiones apropiadas y razonables que permitan mejorar las habilidades lectoras de nuestros jóvenes. El libro aborda también, en forma sistemática, cuestiones de singular interés como la historia de la lectura y la escritura, y su relación con el desarrollo del pensamiento y el razonamiento.
	Metacognition in Educational Theory and Practice Douglas J. Hacker Arthur C. Graesser John Dunlosky 407 pp, Lawrence Erlbaum Associates, 2003 Abstract Metacognition in Educational Theory and Practice presents the most current perspectives on the role of metacognition in diverse, educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognition processes during instruction, more durable and transferable learning can be achieved. That is a major thesis of this volume.
	Perspectives on thinking, learning, and cognitive styles Robert J. Sternberg, Li-fang Zhang, 2005 Abstract This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: represents diverse theoretical perspectives; includes solid empirical evidence testing the validity of these perspectives; and shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
	Practical Approaches to Using Learning Styles in Higher Education Rita Dunn, Shirley A. Griggs 280 pp., Bergin & Garvey, USA, 2000
	Procesos, estrategias y técnicas de aprendizaje J. Beltrán Llera 384 pàg., Ed. Síntesis, Madrid, 1996 Descripción El núcleo central de este libro lo constituyen las estrategias de aprendizaje, que sirven para mejorar la calidad del rendimiento de los alumnos y de las demás personas en sus actividades diarias. El objetivo es definir lo que se entiende por aprendizaje, sus enfoques psicológicos y los elementos de que consta, para que el profesor, en la aplicación de una instrucción cognitiva, pueda poner en práctica una serie de pautas que ayuden a los niños y también a los adultos a activar estrategias eficaces de aprendizaje.
	Problem-based Learning Online Maggi Savin-Baden, Kay Wilkie 240 pp., Open University Pre, England, 2006 Abstsract The purpose of the book is to provide research-based information about the realities of setting up and running problem-based programmes using technology in a variety of ways and to demonstrate the diversity of use of technology with problem-based learning across disciplines and countries. The book is designed to engage with readers' questions ' not just the everyday questions about 'how do I go about problem-based learning online?', but questions such as how course design and issues of power influence learning. One of the book's strengths is that it is not discipline-specific, but rather aims to present a medley of experiences and to transcend disciplines and cultures, whilst also engaging with the interfaces between disciplines. Furthermore, to date, there is no book that has brought issues and debates about problem-based learning online together in one volume or that has presented or explored the range and diversity of application of problem-based learning online.
	Psychology of Learning for instruction Marcy P. Driscoll 476 pp., Pearson Education, USA, 2005 Abstract The Third Edition of this popular text continues its in-depth, practical coverage with a focus on learning and instruction that presents the latest psychological and educational models and research to the students of today's learning society. Psychology of Learning for Instruction, Third Edition, focuses on the applications and implications of the learning theories. Using excellent examples ranging from primary school instruction to corporate training, this text combines the latest thinking and research to give students the opportunity to explore the individual theories as viewed by the experts. Students are encouraged to apply "reflective practice," which is designed to foster a critical and reflective mode of thinking when considering any particular approach to learning and instruction.
	Self-regulation of learning and performance. Issues and Educational Applications Dale H. Schunk (ed.) and Barry J. Zimmerman (ed.) 329 pp., Lawrence Erlbaum Associates, 1994 Abstract This book refers to students' thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals. A primary contribution of this book is to present a conceptual framework for studying and applying self-regulation in educational contexts. In the first chapter, Zimmerman conceptualizes self-regulation as comprising four dimensions or areas in which students can self-regulate their activities: a) motives for learning or performing, b) methods used, c) performance outcomes or target behaviors, and d) environmental resources used.
	Sexo y capacidades mentales Doreen Kimura 224 pp., Ariel Psicologia, 2004 Descripción En este libro, hilo conductor, Doreen Kimura realiza un preciso repaso de lo que sabemos acerca de las bases neuronales y hormonales de las diferencias conductuales debidas al sexo, y en particular de las diferencias en habilidades cognitivas. Kimura argumenta que mujeres y hombres no sólo difieren en sus atributos físicos y funciones reproductivas, sino también en cómo resuelven los problemas comunes a los que se enfrentan. Ella muestra evidencias de la precocidad con que los efectos de las hormonas sexuales determinan la organización cerebral provocando, ya desde los inicios de la vida, que los efectos del ambiente actúen sobre diferentes campos cerebrales de niñas y niños. La autora presenta diversos estudios conductuales, neurológicos y endocrinos que nos aportan luz acerca de cómo se originan estas diferencias sexuales en el cerebro.
	Virtual Learning Communities Dina Lewis, Barbara Allan 224 pàg., Open University Press, UK, 2005 Abstract · What are the characteristics of a successful learning community? · How are successful communities facilitated and maintained? · What lessons can be learnt from existing learning communities? · What type of learning community will suit your organisation or situation? Virtual Learning Communities provides practical guidance and includes extensive examples, case studies and activities. It is key reading for those involved in e-learning courses, professional trainers and staff developers with a responsibility for CPD, and professionals involved in facilitating new approaches to group work.