Aprendizaje basado en problemas en Biología CeLularuna forma de explorar la ciencia.

  1. García Irles, Magdalena
  2. Segovia Huertas, Yolanda
  3. Sempere Ortells, José Miguel
Zeitschrift:
Revista de educación en biología

ISSN: 0329-5192 2344-9225

Datum der Publikation: 2013

Ausgabe: 16

Nummer: 2

Seiten: 67-77

Art: Artikel

Andere Publikationen in: Revista de educación en biología

Bibliographische Referenzen

  • Allen, D. 2011. Recent research in science teaching and learning. CBE Life Sciences
  • Education, (10):8-10.
  • Recent research in science teaching and learning. CBE Life Sciences
  • Education, (10):132-134.
  • Recent research in science teaching and learning. CBE Life Sciences
  • Education, (10):334-337.
  • Allen, D. y Tanner, K. 2002. Approaches in Cell Biology teaching. Cell Biology Education,
  • (1):3-5.
  • Approaches to Cell Biology teaching: learning content in contex-problem-based learning. Cell Biology Education, (2):73-81. Chamany K., Allen, D. y Tanner, K. 2008. Making biology learning relevant to students: integrating people, history, and context into college biology teaching. CBE Life Sciences
  • Education, (3):267–278.
  • DiCarlo, S.E. 2006. Cell biology should be taught as science is practiced. Nature Reviews
  • Molecular Cell Biology, (7): 290-296.
  • Alberts, B. 1998. The cell as a collection of protein machines: preparing the next generation
  • of molecular biologists. Cell, (92): 291-294.
  • Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., y Walter, P. 2008. Biología molecular de la célula, Barcelona: ed. Omega, 5a edición.
  • Alberts, B. 2009. Making a science of education. Science, (323):15.
  • Coil, D., Wenderoth, M.P., CUNNINGHAM, M. y DIRKS, C. 2010. Teaching the process of
  • science: faculty perceptions and an effective methodology. CBE Life Sciences Education,
  • (9):524-535
  • Fischer, C.N. 2011. Changing the Science Education Paradigm: From teaching Facts to
  • Engaging the Intellect. Yale Journal of Biology and Medicine, (84):247-251.
  • Fernández, A. 2006. Metodologías activas para la formación de competencias. Educatio
  • Siglo XXI, (24):35-56.
  • Fiechtner, S.B. y Davis, E.A. 1992. Why some groups fail? A survey of students’ experiences
  • with learning groups. In: Collaborative Learning: A Sourcebook for Higher Education. A.
  • S. Goodsell, M. R. Maher, and V. Tinto, Eds. National Center on Postsecondary Teaching,
  • Learning, and Assessment. University Park, PA: Syracuse University.
  • García, M.S., Jiménez, C. Fonfría, J., Fernández, J. y Torralba, B. 2002. Evolución de
  • conceptos relacionados con la estructura y función de membranas celulares en alumnos
  • de Enseñanza Secundaria y Universidad. Anales de Biología, (24):201-207.
  • Johnson, D., Johnson, R. y Smith, K. 1991. Cooperative Learning: Increasing College
  • Faculty Instructional Productivity. ASHE-ERIC Higher Education, Washington: The George
  • Washington University.
  • Johnson, D.W. y Johnson, R.T. 1994. Learning Together and Alone. Cooperative, Competitive,
  • and Individualistic Learning. Needham Heights, MA: Allyn and Bacon.
  • __________________________. 1995. Creative Controversy: Intellectual Challenge in the Classroom. Edina, MN: Interaction Book Company. Johnson, D.W., Johnson, R.T., y Smith, K.A. 1998. Active learning: Cooperation in the college classroom (2nd ed.). Edina, MN: Interaction Book Co. Kerr J.F., Wyllie A.H. and Currie .R. 1972. Apoptosis: a basic biological phenomenon with wide ranging implications in tissue kinetics. Cancer, (26): 239–247.
  • Villalustre, L. y del Moral, E. 2010. E-portafolios y rúbricas de evaluación en ruralnet, Pixel-
  • Bit. Revista de Medios y Educación, (37):93–105.
  • Wood, W.B. 2009. Innovations in Teaching Undergraduate Biology and Why We Need Them.
  • Annual Review of Cell and Developmental Biology, (25):93-112.
  • Wright, R. y Boggs, J. 2002. Learning Cell Biology as a team: a project-based approach to
  • upper-division cell biology. Cell Biology Education, (1):145-153.