Ideas de los futuros maestros sobre los animales y las arañas en particular

Références bibliographiques

• Ausubel, D.P., Novak, J.D., & Hanesian, H. (1983). Psicología educativa: un punto de vista cognoscitivo. México: Trillas.
• Barrow, L. H. (2002). What Do Elementary Students Know about Insects? Journal of Elementary Science Education, 14(2), 51-56.
• Bauhardt, V. M. (1990). Veränderung der Einstellung gegenüber Gliedertieren durch Interaktion mit lebenden Tieren im Biologieunterricht. In W. Killermann (Ed.), Münchner Schriften zur Didaktik der Biologie (Bd. 7), München.
• Bell, B., & Barker, M. (1982). Towards a scientific concept of animal. Journal of Biological Education, 16(3), 197-200.
• Biddulph, F. (1982). Primary school children's ideas about spiders. Learning in Science Project (Primary). Working Paper (No.108) of the Science Education Research Unit, University of Waikato, Hamilton N. Z.
• Braund, M. (1991). Children's ideas in classifying animals. Journal of Biological Education, 25(2), 103-110.
• Braund, M. (1998). Trends in children's concepts of vertebrate and invertebrate. Journal of Biological Education, 32(2), 112-118.
• Brown, S., & Melear, C. (2007). Preservice Teachers' Research Experiences in Scientists' Laboratories. Journal of Science Teacher Education, 18(4), 573-597.
• Campanario, J.M. (1998). ¿Quiénes son, qué piensan y qué saben los futuros maestros y profesores de ciencias?: una revisión de estudios recientes. Revista Interuniversitaria de formación del Profesorado, 33, 121-140.
• Cardak, O. (2009). Students' ideas about dangerous animals. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 8.
• Chen, S.-H. & Ku, C.-H. (1998). Aboriginal children's alternative conceptions of animals an animal classification. Proceedings of the National Science Council, 8(2), 55-67.
• Coddington, J.A., & Levi, H. W. (1991). Systematics and the evolution of spiders (Araneae). Annual Review of Ecology and Systematics, 22, 565-592.
• Davey, G.C.L. (1994). The "Disgusting" Spider: The role of disease and illness in the perpetuation of fear of spiders. Society and Animals, 2(1), 17-25.
• Harlen, W. (2003). Enseñanza y aprendizaje de las ciencias. Madrid: MEC & Ed Morata.
• Howes, E.V. (2008). Educative experiences and early childhood science education: A Deweyan perspective on learning to observe. Teaching and Teacher Education, 24, 536-549.
• Jong, P.J. De, Andrea, H., & Muris, P. (1997). Spider phobia in children: Disgust and fear before and after treatment. Behaviour Research and Therapy, 35, 559-562.
• Karapantsios, T.D., Bouskou, E.I., & Balouktsis, A.I. (1999). Students' awareness of the urban environment in a small Greek city. The Environmentalist, 19, 305-316.
• Kattmann, U. (2001). Aquatics, flyers, creepers and terrestrials- students' conceptions of animal classification. Journal of Biological Education, 35(3), 141-147.
• Kellert, S.R. (1993). Values and perceptions of invertebrates. Conservation Biology, 7(4), 845-855.
• Killermann, W. (1996). Biology education in Germany: research into the effectiveness of different teaching methods. International Journal of Science Education, 18(3), 333-346
• Kindt, M., & Brosschot, J. (1999). Cognitive bias in spiderphobic children: comparison of a pictorial and a linguistic spider stroop. Journal of Psychopathology and Behavioral Assessment, 21(3), 207-220.
• Knight, A.J. (2008) "Bats, snakes and spiders, Oh my!" How aesthetic and negativistic attitudes, and other concepts predict support for species protection. Journal of Environmental Psychology, 28, 94-103.
• MEC [Spanish Ministry of Education and Science] (2006). Real Decreto 1513/2006 de enseñanzas mínimas de Educación primaria. B.O.E. 293 (del 8-12-06), 43053-43102 [Available at: http://www.educacion.es/horizontales/iniciativas/desarrolloloe.html]
• MEC (2007a). Real Decreto 1630/2006 de enseñanzas mínimas de segundo ciclo de Educación infantil. B.O.E. 4 (del 4-01-07), 474-482 [Available at: http://www.educacion.es/horizontales/iniciativas/desarrollo-loe.html]
• MEC (2007b). Real Decreto 1631/2006 de enseñanzas mínimas de Educación secundaria. B.O.E. 5 (del 5-01-2007), 677-773 [Available at: http://www.educacion.es/horizontales/iniciativas/desarrolloloe.html]
• Melic, A. (2002). Mother spider to devil scorpion: Arachnids in mythology (In Spanish: De madre araña a demonio escorpión: Arácnidos en la mitología). Revista Ibérica de aracnología, 5, 112-124.
• Osborne, R., & Freyberg, P. (Eds.) (1985). Learning in science. The implications of children's science. Auckland, NZ: Heinemann.
• Platnick, N. I. (2010). The world spider catalog, version 10.5. American Museum of Natural History, online at http://research.amnh.org/entomology/spiders/catalog/index.html
• Prokop, P. & Tunnicliffe, S. D. (2008). "Disgusting" animals: Primary school children's attitudes and myths of bats and spiders. Eurasia Journal of Mathematics, Science & Technology Education, 4(2), 87-97.
• Prokop, P., Kubiatko, M., & Fančovičová, J. (2007). Why do cocks crow? Children's concepts about birds. Research Science Education, 37, 393-405.
• Prokop, P., Prokop, M., & Tunnicliffe, S. D. (2008). Effects of keeping animals as pets on children's concepts of vertebrates and invertebrates. International Journal of Science Education, 30(4), 431-449.
• Prokop, P., Tolarovicová, A., Camerik, A.M. & Peterková, V. (2009) High school student's attitudes towards spiders: A cross- cultural comparison. International Journal of Science Education, First published on: 22 october 2009 (iFirst), doi: 10.1080/09500690903253908.
• Redak, R. (2000). Arthropods and multispecies habitat conservation plans: Are we missing something? Environmental Management, 26(1), 97-107.
• Roberts, M.J. (1996). Spiders of Britain & Northern Europe. Collins Field Guide. London: Harper Collins Publishers.
• Ruppert, E.E., Fox, R.S., & Barnes, R.D. (2004). Invertebrate zoology. A functional evolutionary approach. (7th edition). Thomson Brooks/Cole.
• Shepardson, D. P. (1997). Of butterflies and beetles. First grader's ways of seeing and talking about insect life cycles. Journal of Research in Science Teaching, 34(9), 873-889.
• Shepardson, D.P. (2002). Bugs, butterflies, and spiders: children's understandings about insects. International Journal of Science Education, 24(6), 627-643.
• Stepans, J. (1994). Targeting students' science misconceptions. Riverview, FL: Idea Factory, Inc.
• Thurston, Grant & Topping, (2006). La construcción de la comprensión en ciencias naturals de Primaria: una exploración del proceso y sus resultados en los contenidos de la luz y la tierra en el espacio. Electronic Journal of Research in Educational Psychology, 4(1), 1-34.
• Torkar, G. & Bajd, B. (2006). Trainee teachers' ideas about endangered birds. Journal of Biological Education, 41, 5-8.
• Trowbridge, J.E., & Mintzes, J.J. (1985). Students' alternative conceptions of animals and animal classification. School, Science and Mathematics, 85(4), 304-316.
• Trowbridge, J.E., & Mintzes, J.J. (1988). Alternative conceptions in animal classification: A crossage study. Journal of Research in Science Teaching, 25(7), 545-571.
• Tunnicliffe, S., & Reiss, A. (1999). Learning about skeletons and other organ systems of vertebrate animals. Science Education International, 10(1), 29-33.
• Urones, C. (2008). Trainee teachers' concepts about animal diversity and spiders. Boletín Sociedad Entomológica Aragonesa, 42, 507-515 (In Spanish)
• Wassermann, S. & J.W.G. Ivany, (1996). The new teaching elementary science: who's afraid of spiders? New York: Teachers College Press. 2nd Edition.
• Weinburgh, M. (2007). The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy. Journal of Science Teacher Education, 18(6), 801-815.
• Yen, C.F., Yao, T.W., & Chiu, Y.C. (2004). Alternative conceptions in animal classification focusing on amphibians and reptiles: A crossage study. International Journal of Science and Mathematics Education, 2(2), 159-174.
• Yen, C.F., Yao, T.W., & Mintzes, J.J. (2007). Taiwanese students' alternative conceptions of animal biodiversity. International Journal of Science Education, 29(4), 535-553.