¿Por qué a los científicos y a nuestros alumnos les cuesta tanto, a veces, cambiar sus ideas científicas?

Referencias bibliográficas

• Armstrong, J.S. (1982). Research on scientific journals: lmplication for editors and authors. Journal of Forecasting, 1, 83-104. Asimov, I. (1975) Breve historia de la Química, (Alianza Universidad: Madrid)
• Baker, L. (1979). Comprehension monitoring: Identifying and coping with text confusions. Journál of Reading Behavior, 11, 363-374.
• Baker, L. (1985). Differences in the standards used by college students to evaluate their comprehension of expository prose. Reading Research Quarterly, 20, 297-313.
• Barber, B. (1961). Resistance by scientists to scientific discovery. Science, 134, 596-602.
• Bloch, K. (1987). Summing up. Annual Review ofBiochemistry, 56, 1-19.
• Boring, E.G. (1964). Cognitive dissonance: Its use in science. Science, 145, 680-685.
• Brush, S.G. (1974). Should the history of science be rated X?. Science, 183, 1164-1172.
• Brush, S.G. (1996). The reception of Mendeleev's periodic law in America and Britain. Isis, 87, 595628.
• Bullough, W.S. (1978). Commentary on "Cancer Research, 2'5, 1683-1727, 1965". Current Contents, _20, 9.
• Campanario, J.M. (1993). Consolation for the scientist: Sometimes it is hard to publish papers that are later highly-cited. Social Studies of Science, 23, 342-362.
• Campanario, J .M. (1995). Commentary: On influential boos andjournal articles initially rejected because negative referees' evaluations. Science Communication, 16, 304- 325.
• Campanario, J.M. (1996). Have referees rejected sorne of the most-cited articles of all times?. J ournal of the American Society for Information Science, 47, 302-310.
• Campanario, J.M. (1997). Ventajas e inconvenientes de la Historia de la Ciencia como recurso en la enseñanza de las ciencias. En revisión.
• Campanario, J.M. y Otero , J. (1997). La "conspiración cognitiva" contra el trabajo del profesor de ciencias: Lo que los alumnos saben, saben hacer, creen y creen que saben. En revisión.
• Campanario, J.M. y van Oostendorp , H. (1996). Updating mental repre- sentations when reading scientific texts. Ponencia presentada en Inter- national Seminar on U sing Complex Information Systems CUCIS) Université de Poitiers: Poitiers, Francia. ·
• Carrascosa, J.; Gil, D. (1992). Concepciones alternativas en Mecánica. Enseñanza de las Ciencias, 10, 314- 327.
• Claxton, G. (1987). Vivir y Aprender , (Harper and Row: Londres)
• Colman, A.M. (1982). Manuscript evaluation by journal referees and editors: randomnes or bias?. Beha:. vioral and Brain Science, 5, 205- 206.
• Chinn, C.A. y Brewer, W.F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
• DeVorkin , D. (1989). Henry Norris Russel. Investigación y Ciencia, 154, 82-90.
• Driver, R.; Guesne, E.; Tiberghien, A. (1985). Childrens' ideas in science, Open University Press: Milton Keynes.
• Duit, R. (1991). Students' conceptual frameworks consequences for learning science. En S. Glynn, R. Yeany, B. Britton (Eds) The Psychology of Learning Science, Lawrence Erlbaum: Hillsdale, USA.
• Findahl, O. y Hoijer, B. (1981). Studies of news from the perspective of human comprehension. En G.C. Wilhoit y H. de Bock (Eds.), Mass Communication Review Yearbook (Vol.2) . Sage: Beverley Hills, CA.
• Friedman, R.M. (1981). Nobel Physics Prize in perspective. N ature, 292, 793-798.
• Gans, J .S., Shepered, G.B. (1994). How are the mighty fallen: Rejected classic articles by leading economists. Journal of Economic Perspectives, 8, 165-179.
• García, J. (198 1). Tilting at the paper milis of academe. American Psychologist, 36, 149-158.
• García-Arista, E.; Campanario, J.M.; Otero, J.C. (1996). Influence of subject matter setting on comprehension monitoring. European Journal of Psychology of Education, 11, 427- 441.
• Garfield, E. (1989a). Delayed recognition in scientific discovery: Citation frequency analysys aids the search for case histories. Current Contents, 23, 3-9.
• Garfield, E. (1989b). More delayed recognition. Part l. Examples from the genetics of color blindness, the entropy of short-term memory, phosphoinositides, and polymer rheology. Current Contents, 38, 3-8
• Garfield, E. (1990). More delayed recognition. Part 2. From inhibin to scanning electron microscopy. Current Contents, 9, 3-9.
• Gil, D. (1993). Contribución de la his- toria y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje como investigación. Enseñanza de las Ciencias, 11, 197-212.
• Gil, D. (1994). Relaciones entre conocimiento escolar y conocimiento científico. Investigación en la Escuela, 23, 17-32.
• Gil, D.; Carrascosa, J.; Furió, C.; Martínez-Torregrosa, J. (1991). La enseñanza de las ciencias en la educación secundaria, ICE, Universitat de Barcelona: Barcelona.
• Hammer, D. (1994). Epistemological beliefs in introductory Physics. Cognition and Instruction, 12, 151-183.
• Heering, P. (1992). On Coulomb's inverse square law. American Journal of Physics, 60, 988-994.
• Hierrezuelo, J.; Montero, A. (1991) La ciencia de los alumnos. Su utilización en la didáctica de la Física y de la Química, Elzevir: Málaga.
• Hodson, D. (1992) In search of a mea- ningful relationship: an exploration of sorne issues relating to integration in science and science education. International Journal of Science Education, 14, 41-52.
• Holton, G. (1982). Ensayos sobre el pensamiento científico en la época de Einstein, Alianza Universidad: Madrid.
• Horrobin, D.F. (197 4). Referees and research administrators: Barriers to scientific research?. British Medical Journal, 2, 216-218.
• Horrobin, D.F. (1990). The philosophical basis of peer review and the suppression of innovation. JAMA, 263, 1438-1441.
• Johnson, R.M. y Seifert, C.M. (1994). Sources of continued influence effect: When misinformation in memory affects later inferences. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1420-1436.
• Kauffman, G.G. (1988). The discovery of noble-gas compounds. Journal of College Science Teaching, 17, 264- 268.
• Kohn, A. (1988). Falsos profetas, (Pirámide: Madrid)
• Kuhn, T. (1971). La estructura de las revoluciones científicas, Fondo de Cultura Económica: México.
• Kuhn, T.S. (1978). La revolución copernicana, Ariel: Barcelona. Lakatos, I. (1983). La metodología de los programas de investigación científica, Alianza Editorial: Madrid.
• Larsen, S.F. (1983) . Text processing and knowledge updating in memory for radio news. Discourse Processes, 6, 21-38.
• Leydesdorff, L (1987 ). Towards a theory of citation? Scientometrics, 12, 305-309
• Linder, C. (1993). A challenge to conceptual change. Science Education, 77, 293-300.
• Luttenberger, F. (1992). Arrhenius Vs. Ehrlich on immunochemistry: Decisions about scientific progress in the context ofthe Nobel Prize. Theoretical Medicine, 13, 137-173.
• Mahoney, M.J. (1979). Psychology of the scientist: An evaluative review. Social Studies of Science, 9, 349- 375.
• Martín , B. (1996). Confronting the experts. (State University of New York Press: Albany, N.Y.)
• Martín, B. (1997). Supression Stories. (http:/ /www. uow.edu.au/arts/sts/bm artin/pubs/ ss 1.html)
• Meana, L. (1996). La minirrevolución de Thomas Kuhn. El País, 13 de julio de 1996, pag. 14
• Mele, A.R. (1996). Real self-deception. Psycholoquy, http://www.cogsci. soton.ac. uk/bbs/ Archive/bbs.mele.ht m l.
• Merton, R.K. (1985). La sociología de la ciencia, Alianza Universidad: Madrid.
• Mitroff, I.I. (1974). The subjective side of science, Elsevier: New York, N.Y.
• Nissani, M. (1995). The plight of the obscure innovator in science: A few reflections on Campanario's note. Social Studies of Science, 25, 165- 183.
• Ochoa, S. (1980). The pursuit of a hobby. Annual Review of Biochemistry, 49,1-30.
• Otero, J.C.; Campanario, J.M. (1990). Comprehension evaluation and regulation in learning from science texts. Journal ofResearch in Science Teaching, 27, 447-460.
• Otero, J.C.; Campanario, J.M.; Hopkins, K.D. (1992). The relationship between academic achievement and metacognitive comprehension monitoring ability of Spanish secondary school students. Educational and Psychological Measurement, 52, 419-430.
• Otero, J.C.; Campanario, J.M.; Brincones, I. (1989). La disposición para el aprendizaje significativo de las ciencias experimentales: El control de la propia comprensión, Memoria final de investigación, Madrid: CIDE-MEC.
• Otero, J.C.; Kintsch, W. (1992). Failures to detect contradictions in a text: What readers believe versus what they read. Psychological Science, 3, 229-235.
• Pfundt, H.; Duit, R. (1994). Bibliogra- phy on students' alternative frameworks and science education, Institut für Padagogik der N aturwissenschaften: Kiel, Alemania. Polyanni, M. (1958). Personal Knowledge, Routledge and Kegan Paul: London, U.K.
• Posner, G.J.; Strike, KA.; Hewson, P.W.; Gertzog, W.A. (1982). Accomodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
• Pozo, J.I. (1987). Y sin embargo, se puede enseñar ciencia. Infancia y Aprendizaje, 38, 109-113.
• Pozo, J.I.; Carretero, M. (1987). Del pensamiento formal a las concepciones espontáneas: ¿Qué cambia en la enseñanza de la ciencia?. Infancia y Aprendizaje, 38, 35-52.
• Pozo, J.I.; Sanz, A.; Gómez, M.A.; Limón, M. (1991). Las ideas de los alumnos sobre la ciencia: Una interpretación desde la psicología cognitiva. Enseñanza de las Ciencias, 9, 83-94.
• Ramón y Cajal, S (1984). Historia de mi labor científica, (Alianza Editorial: Madrid)
• Ravetz, J.R. (1971). Scientific Knowledge and its social problems (Clarendon Press: Oxford)
• Ricca, R.L. (1991). Rediscovery of Da Rios equations. Science. 352, 561- 562.
• Roth, W.M.; McRobbie, C.J.; Lucas, K.B.; Boutonné, S. (1997). Why may students fail to learn from demonstrations? A social practice perspective on learning in Physics. Journal of Research in Science Teaching, 34, 509-533.
• Roth, W.M.; Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
• Salinas, J.; Cudmani, L.C.; Pesa, M. (1996) . Modos espontáneos de razonar: Análisis de su incidencia en el aprendizaje del conocimiento científico a nivel universitario básico. Enseñanza de las Ciencias, 14,209220.
• Sánchez, G.; Valcárcel, M.V. (1993). Diseño de unidades didácticas en el área de ciencias experimentales. Enseñanza de las Ciencias, 11, 33- 44.
• Segerstrale, U. (1995). Good to the last drop? Millikan stories as "canned" pedagogy. Science and Engineering Ethics, 1, 197-214.
• Smith, C.W. (1976). Faraday as referee of Joule's Royal Society Paper "On the mechanical equivalent of heat". Isis, 67, 444-449.
• Stent, G.S. (1972). Prematurity and uniqueness in scientific discovery. Scientific American, 227, 8493.
• Toulmin, S (1977). La comprensión humana, Alianza Universidad: Madrid.
• Van Oostendorp, H. (1996). Updating situation models derived from newspaper articles. Medienpsychologie, 8, 21-33.
• Van Oostendorp, H. y Bonebakker, C. (1996). Het vasthouden aan incorrecte informatie bij het verwerken van nieuwsberichten [Holding on to misinformation during processing news reports]. Tijdschrift voor Communicatiewetenschap, 24, 57-74.
• Vinkler, P. (1987). A quasi-quantitative citation model. Scientometrics, 12, 47-72.
• Watson, J. (1968). The double helix, Mentor Books: New York, N. Y.
• Wilkes, AL.; Leatherbarrow, M. (1988). Editing episodic memory following the identification of error. Quarterly Journal of Exper imental Psychology, 40A, 361-387.
• Yallow, R. (1982). Competence testing for reviewers and editors. The Behavioral and Brain Sciences, 5 , 244-245.