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… lar. Entre la tradición y las transformaciones. Presentado en XVIII Congreso Colombiano de Colombianistas, Fitchburg State University, Massachusetts. Recuperado de: https://colombianistas.org/wp-content/themes/pleasant/biblio- …
… Ethnobiological classification. Principles of Categorization of Plants and Animals in Traditional Societies. Princeton University Press. Berlin, B., Breedlove, D. y Raven, P. (1966). Folk Taxonomies and Biological Classification. Science, … Fondo de Cultura Económica. Lave, J. y Wenger, E. (1991). Situated Learning. Legitimate Peripheral Anticipation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355 López Daza, G., Torres, K. y Gómez García, C. (2017). La … Wenger, E. (1998). Communities of Practice. Learning, Meaning, and Identity. Cambridge University Press. Wenger, E. (2001). Comunidades de práctica. Aprendizaje, significado e identi- dad. Paidós. 71 Én fa si s …
… Sinclair, J. y Coulthard, R. M. (1975). Towards an analysis of discourse. The English use by teachers and pupils. Oxford University Press. Skliar, C. (2017). Pedagogías de las diferencias. Noveduc. Soler, S. (2009). Racismo y discurso en los … Educación y didáctica de las matemáticas. Educación Matemática, 12(1), 3-38. Bruner, J. (1990). Acts of meaning. Harvard University Press. Didáctica del lenguaje y argumentación en la formación doctoral en lenguaje y educación 69 Én fa si s Buty, … colectiva de tres universidades del sur de Colombia entre los años 2010 y 2018. Las universidades Surcolombiana, del Cauca y de la Amazonia: un antes, durante y después de la MANE y la Unees David Bernal (2022; tesis doctoral dirigida por …
… (2006). Epistemological Obstacles in Coming to Understand the Limit Concept at Undergraduate Level: A Case of the National University of Lesotho. Tesis doctoral inédita. Neira, G. (2012). Del Algebra al Cálculo: ¿Transición o Ruptura? Notas para … (Eds.), Software goes to school: Teaching for understanding with new technologies (pp. 54-69). New York-Oxford: Oxford University Press. Vasco, C. E. (1991). ¿Hay revoluciones o rupturas epistemológicas en las matemáticas? Revista de la …
… continue to mark a significant binary gender gap given that “there is still a delay in the integration of women into the university, possibly due to social and family factors, added to the fact that the opportunities to enter this type of studies … the countryside to expatriate to carry out studies at that level and I confess that I was attracted by the idea that the University would be the first in the country to, in a manifest way, offer the possibility. This would not only bring benefits for those who chose to train at the University, but would also expand the institutional serv- ice provided to the city-region. With these reasons, I began my …
… 96, (pp. 10-16) Mitchell, S. D. (2003). Biological Complexity and Integrative Pluralismo. Cambridge: Cambridge University Press. Mortimer, E. F. (1995). Conceptual Change or Conceptual Profile Change? En: Science & Education, 4, (pp. … Sharpe. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, ma: Harvard University Press. Wells, G. (2008). Learning to Use Scientific Concepts. In: Cultural Studies of Science Education, 3, (pp. 329-350). Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Cambridge, ma: Harvard University Press. 45 Sostenibilidad/sustentabilidad una mirada diferenciadora desde el pensamiento ambiental latinoamericano …
… que dan sentido a la experiencia. Barcelona: Gedisa. Traducido al español: Actual mind possible worlds. Cambridge: Harvard University Press (1986). Candela, A. (1991). Investigación y desarrollo en la enseñanza de las Ciencias Naturales. En: … e sc ue la p ri m ar ia Forman, E.; Minick, N. y Stone, A. (Eds.), (1993). Contexts for Learning. New York, Oxford: Oxford University Press. Gashé, J. (1995). Educación intercultural vista desde la Amazonia peruana. Méxi- co: Congreso Nacional de … N. y Mulkay, M. (1984). Opening Pandora´s box: A sociological analysis of Scientists Discourse. Cambridge: Cambridge University Press. Giordan, A. (1982). La enseñanza de las ciencias. Madrid: Siglo XXI. Godenzzi, J. (1996). Construyendo la …