<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142019000200015</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La educación de ciencias en contexto: Aportaciones a la formación del profesorado]]></article-title>
<article-title xml:lang="en"><![CDATA[Science Education in Context: Contributions to Teacher Training]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação científica em contexto: contributos para a formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vázquez-Alonso]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manassero-Mas]]></surname>
<given-names><![CDATA[María Antonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Islas Baleares  ]]></institution>
<addr-line><![CDATA[Palma de Mallorca ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>46</numero>
<fpage>15</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142019000200015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142019000200015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142019000200015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años, la penetrante influencia social de los medios digitales populariza metodologías, propuestas y recetas de enseñanza, que, en muchos casos, carecen de credenciales académicas para justificar su validez, o incluso, han sido refutadas ya por la comunidad científica, convirtiéndose en meros bulos educativos. Ante esta realidad actual, este artículo de investigación revisa y reflexiona sobre la formación del profesorado, general y de ciencias, proponiendo que debe basarse en resultados acreditados de la investigación, para lograr altos estándares educativos. La propuesta se articula en torno a varios elementos educativos: unos, aportados por la didáctica de la ciencia, tales como alfabetización científica y tecnológica, educación en contexto y modelo de formación del profesorado de ciencias, y otros, aportados por la investigación educativa general, tales como conocimiento profesional docente, investigación basada en pruebas, cogniciones y neurociencia educativa y pensamiento crítico. La reflexión enfatiza los temas y necesidades compartidos entre esos elementos, proponiendo el concepto de alfabetización crítica, que se desarrolla en una taxonomía de destrezas de pensamiento crítico, considerada esencial para la formación del profesorado en el espacio digital de información, común a toda la educación actual. Finalmente, se sugiere un modelo empírico y algunos rasgos generales, como la integración de conocimientos y el desarrollo de destrezas de pensamiento crítico de la formación del profesorado, para atender los requerimientos de enseñanza y aprendizaje actuales en relación con la alfabetización crítica en ciencia y tecnología.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, the penetrating social influence of digital media popularizes teaching methodologies, proposals and recipes, which, in many cases, lack academic credentials to justify its validity, or even, have already been refuted by the scientific community, becoming in mere educational hoaxes. Given this current reality, this research article reviews and reflects on the training of teachers (general and of science) proposing that it should be based on accredited research results, to achieve high educational standards. The proposal is articulated around several educational elements: some, contributed by the didactics of science, such as scientific and technological literacy, education in context and training model of science teachers, and others, contributed by general educational research, such as professional teaching knowledge, test-based research, cognitions, educational neuroscience and critical thinking. The reflection emphasizes the themes and needs shared between these elements, proposing the concept of critical literacy, which is developed in a taxonomy of critical thinking skills, considered essential for teacher training in the digital information space, common to all current education. Finally, an empirical model and some general features are suggested, such as the integration of knowledge and the development of critical thinking skills during teacher training, to meet current teaching and learning requirements in relation to critical literacy in science and technology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos últimos anos, a penetrante influencia social da mídia digital populariza metodologias, propostas e receitas de ensino, que, em muitos casos, carecem de credenciais académicas para justificar sua validade, ou mesmo já foram refutadas pela comunidade científica, tornando-se em meras fraudes educacionais. Diante dessa realidade atual, este artigo de pesquisa revisa e reflete sobre a formacào de professores, geral e de ciências, propondo que se baseie em resultados de pesquisa credenciados, para atingir altos padròes educacionais. A proposta articula-se em torno de vários elementos educacionais: alguns, contribuídos pela didática da ciência, como alfabetizacào científica e tecnológica, educacào em contexto e modelo de formacào de professores de ciências, e outros, aportados por pesquisas gerais em educacào, tais como conhecimento profissional de ensino, pesquisa baseada em testes, cognicòes e neurociência educacional, e pensamento crítico. A reflexào enfatiza os temas e necessidades compartilhadas entre esses elementos, propondo o conceito de alfabetizacào crítica, desenvolvido em uma taxonomia de habilidades de pensamento crítico, consideradas essenciais para a formacào de professores no espaço da informacào digital, comum a toda a educacào atual. Finalmente, sugere-se um modelo empírico e algumas características gerais, como a integracào do conhecimento e o desenvolvimento de habilidades de pensamento crítico da formacào de professores, para atender aos requisitos atuais de ensino e aprendizagem em relacào à alfabetizacào crítica em ciências e tecnologia .]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[contexto]]></kwd>
<kwd lng="es"><![CDATA[conocimiento profesional del profesorado]]></kwd>
<kwd lng="es"><![CDATA[educación basada en evidencias]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[alfabetización crítica]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[context]]></kwd>
<kwd lng="en"><![CDATA[professional knowledge of teachers]]></kwd>
<kwd lng="en"><![CDATA[evidence-based education]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="pt"><![CDATA[Formacào de professores]]></kwd>
<kwd lng="pt"><![CDATA[educacào]]></kwd>
<kwd lng="pt"><![CDATA[contexto]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento profissional de professores]]></kwd>
<kwd lng="pt"><![CDATA[educacào baseada em evidencias]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[alfabetizacào crítica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Abell]]></surname>
<given-names><![CDATA[S. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Twenty years later: Does pedagogical content knowledge remain a useful idea?]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2008</year>
<volume>30</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1405-16</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Adesope]]></surname>
<given-names><![CDATA[O. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sundararajan]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rethinking the use of tests: a meta-analysis of practice testing]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2017</year>
<volume>87</volume>
<page-range>1-43</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aikenhead]]></surname>
<given-names><![CDATA[G. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Science education for everyday life, Evidence-based practice]]></source>
<year>2006</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Teachers College, Columbia University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Allchin]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Values in Science and in Science Education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Fraser]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Tobin]]></surname>
<given-names><![CDATA[K. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[International Handbook of Science Education]]></source>
<year>1998</year>
<page-range>1083-92</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Kluwer Academic Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bennássar]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vázquez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Manassero]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[García-Carmona]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ciencia, tecnología y sociedad en Iberoamérica]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[OEI]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berry]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Friedrichsen]]></surname>
<given-names><![CDATA[PJ.]]></given-names>
</name>
<name>
<surname><![CDATA[Loughran]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Re-examining pedagogical content knowledge in science education]]></source>
<year>2015</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bryan]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Fraser]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Tobin]]></surname>
<given-names><![CDATA[K. G.]]></given-names>
</name>
<name>
<surname><![CDATA[McRobbie]]></surname>
<given-names><![CDATA[C. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Second International Handbook of Science Education]]></source>
<year>2012</year>
<page-range>477-95</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carpenter]]></surname>
<given-names><![CDATA[W. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ten years of silver bullets: Dissenting thoughts on education reform]]></article-title>
<source><![CDATA[Phi Delta Kappan]]></source>
<year>2000</year>
<volume>81</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>383-9</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrier]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How educational ideas catch on: The promotion of popular education innovations and the role of evidence]]></article-title>
<source><![CDATA[Educational Research]]></source>
<year>2017</year>
<volume>59</volume>
<page-range>228-40</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chalmers]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
</person-group>
<source><![CDATA[¿Qué es esa cosa llamada ciencia?]]></source>
<year>2000</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Siglo XXI]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chevallard]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[La transposition didactique; du savoir savant au savoir enseigné]]></source>
<year>1985</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[La Pensée Sauvage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<collab>Commission on Fake News and the Teaching of Critical Literacy Skills</collab>
<source><![CDATA[Fake news and critical literacy: final report]]></source>
<year>2018</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[National Literacy Trust]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Deng]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[D-T.]]></given-names>
</name>
<name>
<surname><![CDATA[Tsai]]></surname>
<given-names><![CDATA[C-C.]]></given-names>
</name>
<name>
<surname><![CDATA[Chai]]></surname>
<given-names><![CDATA[C-S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students' views of the nature of science, a critical review of research]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2011</year>
<volume>95</volume>
<page-range>961-99</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duit]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Treagust]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptual change: a powerful framework for improving science teaching and learning]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2003</year>
<volume>25</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>671-88</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<collab>EBTN, Evidenced Based Teachers Network</collab>
<source><![CDATA[What is evidenced based teaching?]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Echeverría]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ciencia y valores]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Destino]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Echeverría]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[De la filosofía de la ciencia a la filosofía de la tecnociencia]]></article-title>
<source><![CDATA[Daímon Revista Internacional de Filosofía]]></source>
<year>2010</year>
<volume>50</volume>
<page-range>31-41</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Enguita]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[De la información al conocimiento... pero en serio]]></article-title>
<source><![CDATA[Participación Educativa]]></source>
<year>2014</year>
<volume>diciembre</volume>
<page-range>50-7</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferrero]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Garaizar]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Vadillo]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation]]></article-title>
<source><![CDATA[Frontiers in Human Neuroscience]]></source>
<year>2016</year>
<volume>10</volume>
<page-range>496</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garritz]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Lorenzo]]></surname>
<given-names><![CDATA[M .G.]]></given-names>
</name>
<name>
<surname><![CDATA[Daza]]></surname>
<given-names><![CDATA[S. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conocimiento didáctico del contenido]]></article-title>
<source><![CDATA[Una perspectiva iberoamericana]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Saarbrücken ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Académica Española]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gauch]]></surname>
<given-names><![CDATA[H. G. Jr.]]></given-names>
</name>
</person-group>
<source><![CDATA[Scientific Method in Brief]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gess-Newsome]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A model of teacher professional knowledge and skill including PCK]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Berry]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Friedrichsen]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Loughran]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Re-examining pedagogical content knowledge in science education]]></source>
<year>2015</year>
<page-range>28-42</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldacre]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Building evidence into education]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hattie]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Visible learning: A synthesis of over 800 meta-analyses relating to achievement]]></source>
<year>2013</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kahneman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pensar rápido, pensar despacio]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Debate]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kattmann]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Duit]]></surname>
<given-names><![CDATA[R. G.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The model of educational reconstruction]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bayrhuber]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Brinkman]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[What-Why-How? Research in Didaktik of biology]]></source>
<year>1998</year>
<page-range>253-62</page-range><publisher-loc><![CDATA[Kiel ]]></publisher-loc>
<publisher-name><![CDATA[IPN]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñar a pensar]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Amorrortu]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leach]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Scott]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Designing and evaluating science teaching sequences: an approach drawing upon the concept of learning demand and a social constructivist perspective on learning]]></article-title>
<source><![CDATA[Studies inScience Education]]></source>
<year>2002</year>
<volume>38</volume>
<page-range>115-42</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lilienfeld]]></surname>
<given-names><![CDATA[S. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Ammirati]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[David]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error]]></article-title>
<source><![CDATA[Journal of School Psychology]]></source>
<year>2012</year>
<volume>50</volume>
<page-range>7-36</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Magnusson]]></surname>
<given-names><![CDATA[W. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Krajcik]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Borko]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Nature, sources and development of pedagogical content knowledge for science teaching]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gess-Newsome]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Lederman]]></surname>
<given-names><![CDATA[N. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Examining pedagogical content knowledge]]></source>
<year>1999</year>
<page-range>95-132</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Kluwer Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Manassero]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vázquez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Acevedo]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Avaluació dels temes de ciencia, tecnologia isocietat]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Palma de Mallorca ]]></publisher-loc>
<publisher-name><![CDATA[Conselleria d'Educació i Cultura]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<collab>National Academies of Sciences, Engineering, and Medicine</collab>
<source><![CDATA[The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[The National Academies Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<collab>NGSS Lead States</collab>
<source><![CDATA[Next Generation Science Standards: For States, By States]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[The National Academies Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Osborne]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Simon]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Collins]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attitudes towards science, a review of the literature and its implications]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2003</year>
<volume>25</volume>
<page-range>1049-79</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richardson]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of attitudes and beliefs in learning to teach]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sikula]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research on teacher education]]></source>
<year>1996</year>
<page-range>102-19</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rocard]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Csermely]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Jorde]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Lenzen]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Walwerg-Henriksson]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Hemmo]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Science Education Now: A Renewed Pedagogy for the Future of Europe]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Brussels ]]></publisher-loc>
<publisher-name><![CDATA[European Commission]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Those who understand, Knowledge growth in teaching]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>1986</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>4-14</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stockard]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wood]]></surname>
<given-names><![CDATA[T. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Coughlin]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Khoury]]></surname>
<given-names><![CDATA[C. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effectiveness of direct instruction curricula: A meta-analysis of a half century of research]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2018</year>
<volume>88</volume>
<page-range>479-507</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sweller]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kirschner]]></surname>
<given-names><![CDATA[P A.]]></given-names>
</name>
<name>
<surname><![CDATA[Clark]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why minimally teaching techniques do not work: A reply to commentaries]]></article-title>
<source><![CDATA[Educational Psychologists]]></source>
<year>2007</year>
<volume>42</volume>
<page-range>115-21</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vázquez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Acevedo]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Manassero]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Más allá de una enseñanza de las ciencias para científicos, hacia una educación científica humanística]]></article-title>
<source><![CDATA[Revista Electrónica de Enseñanza de las Ciencias]]></source>
<year>2005</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vázquez-Alonso]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Manassero-Mas]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hacia una formación inicial del profesorado de ciencias basada en la investigación]]></article-title>
<source><![CDATA[Revista Española de Pedagogía]]></source>
<year>2015</year>
<volume>73</volume>
<numero>261</numero>
<issue>261</issue>
<page-range>343-63</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vázquez]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Manassero]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un modelo formativo para mejorar las ideas de los profesores sobre temas de naturaleza de ciencia y tecnología]]></article-title>
<source><![CDATA[Profesorado. Revista de Currículum y Formación del Profesorado]]></source>
<year>2016</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>56-75</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vázquez-Alonso]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Manassero-Mas]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Más allá de la comprensión científica: educación científica para desarrollar el pensamiento]]></article-title>
<source><![CDATA[Revista Electrónica de Enseñanza de las Ciencias]]></source>
<year>2018</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>309-36</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vázquez Alonso]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez Cruz]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vega Pinzón]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación-acción y enseñanza de temas de naturaleza de la ciencia]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Saarbrücken ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Académica Española]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vesterinen]]></surname>
<given-names><![CDATA[V-M.]]></given-names>
</name>
<name>
<surname><![CDATA[Manassero-Mas]]></surname>
<given-names><![CDATA[M-A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vázquez-Alonso.]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[History, Philosophy, and Sociology of Science and Science-Technology-Society traditions in Science Education : continuities and discontinuities]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Matthews]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[International Handbook of Research in History, Philosophy and Science Teaching]]></source>
<year>2014</year>
<page-range>1895-925</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zeichner]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Tabachnick]]></surname>
<given-names><![CDATA[B. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Are the effects of university teacher education 'washed out' by school experience?]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>1981</year>
<volume>32</volume>
<page-range>7-11</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zoller]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Nahum]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From teaching to KNOW to learning to THINK in Science Education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Fraser]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Tobin]]></surname>
<given-names><![CDATA[K. G.]]></given-names>
</name>
<name>
<surname><![CDATA[McRobbie]]></surname>
<given-names><![CDATA[C. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Second International Handbook of Science Education]]></source>
<year>2012</year>
<page-range>209-30</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
