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… científica: problemáticas y desafíos Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. University of Michigan Press. Cisneros Estupiñán, M., & Olave Arias, G. (2019). Redacción y publicación de artículos …
… U. (1987). Lector in fábula. Barcelona: Lumen. Eco, U. (1997). Interpretación y sobre interpretación. Madrid: Cambridge University Press. Jager, S. (2003). “Discurso y conocimiento: aspectos teóricos y metodológicos de la crítica del discurso y …
… Brasilia:UnB. Ratcliffe, M. & Grace, M. (2003). Science education for citizenship: teaching socio- scientific issues. Open University Press. (pp. 157-165). Tardif, M. (2000). Saberes profissionais dos professores e conhecimentos universitários: …
… Critical thinking as discourse. Human Development, 62(3), 146-164. Kuhn, D. (1991). The skills of argument. Cambridge University Press. Kuhn, D., Hemberger, L., & Khait, V. (2016). Argue with me: Argumentos e interacciones dialógicas para …
… 213-228. Hagel, P. (2012a). Towards an Understanding of ‘Digtial Literacy(ies). Unpublished Report, Deakin University Library, Victoria. Hernández, F. et al. (2008). Revista Científica, (10). Centro de Investigaciones y Desarrollo … Teaching and Digital Technologies: Big Issues and Critical Questions, 307-317. Port Melbourne, Australia: Cambridge University Press. Leyva, Y. (2010). La evaluación como recurso estratégico para la mejora de la práctica docente ante los …
… Flipping the ESL Classroom for Learner Autonomy. NYS TESOL Journal, 2(1), 98-109. Hedge,T. (2005) Writing. Oxford: Oxford University Press. Hinkel, E. (2004). Teaching Academic ESL Writing. New Jersey: Lawrence Erlbaum Associates. Kerr, B. (2015, … Heinle. Overmyer, J. (2014). The Flipped Classroom Model for College Algebra: Effects on Student Achievement. (Unpublished University of Colorado, Fort Collings, Colorado. Prensky, M. (2015). Enseñar a nativos digitales. Una propuesta pedagógica …
… 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. 47 Én fa si s … 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 …
… are shaped, as there is a phenomenon in Colombia where science classes are taught in English. However, there are very few university programs that problematize bilingualism and its use in the natural sciences (the same is true in other fields of … are shaped, as there is a phenomenon in Colombia where science classes are taught in English. However, there are very few university programs that problematize bilingualism and its use in the natural sciences (the same is true in other fields of …
… anual de Southern Africa Association for Mathematics and Science Education Research, pp.27-30. Durban, South Africa: University of Durban-Westville. _________________ (1994b). World view, culture and science education. En: Science Education … (Ed.). Effects of tra- ditional cosmology on science education (pp. 48-62). Mito, Japan: Faculty of Education, Ibaraki University. Kelly, G. J.; Carlsen, W. S. y Cunningham, C. M. (1993). Science education in so- ciocultural context: … on culture, language and gender sensitive science teacher education program [Documento inédito]. Ja- pón: Hiroshima University. Okhee, L. (1999). Equity implications based on the conceptions of science achie- vement in major reform …