Diàleg i discussió a les classes

• Pacca, J., Villani, A., 2000. La competencia dialógica del profesor de ciencias en Brasil, Enseñanza de las Ciencias, 18, 1, p.95.
• Scott, P., Jewitt, C., 2003, Talk, action and visual communication in teaching and learning science, SSR, 84, 308, pp. 117-124.
• Ferreira, A. et al. 2005. La indagación dialógica: una estrategia reguladora de la construcción de la ciencia escolar. Enseñanza de las ciencias. Número extra VII Congreso.
• Scott, P. 2006. The role of dialogue and discussion in science teaching and learning. Education in Science, 220, p.30.

L’art de fer preguntes i de generar qüestions

• Questioning and conceptual understanding: the quality of pupils’ questions in science, SSR, 76, 277, p.91, 1995.
• Questions of understanding: categorizing pupils’ questions in science, SSR, 79, 286, p.57, 1997.
• The art of asking questions in the teaching of science, SSR, 79, 289. p.47,1998.
• Implications of student’s questions for science teaching, SSR, 81, 294, p.49, 1999.
• Teachers’ questions- types and significance in science education, SSR, 81,296, p.79, 2000.
• ROCA, M. (2003). Plantejar bones preguntes: el punt de partida per mirar, veure i explicar amb sentit. En Sanmartí, N. (coord.): Aprendre Ciències tot aprenent a escriure ciència. Barcelona: Ed. 62, pp.29-58.
• Chin,C. 2004. Questioning students in ways that encourage thinking. Teaching Science, 50, 4, p.16.
• Chin,C. 2004. Students’ questions: fostering a culture of inquisitiveness in science classrooms. School Science Review, 86, 314, pp. 107-112.
• Hurt, C., Nickel, A.M. 2005. Doing science and asking questions II: an exercise that generates questions. Journal of Chemical Education, 82, 8, p.1181
• Chin, C. 2006. Using self-questioning to promote pupil’s process skills thinking. SSR, 87, 321, p.113.

Llibres sobre comunicació i llenguatge en les classes de ciències

• JIMÉNEZ, M.P. 2003. Comunicación y lenguaje en la clase de ciencias, en M.P. Jiménez et al., Enseñar Ciencias. Barcelona: Graó.
• IZQUIERDO,M., ALIBERAS, J. 2004. Pensar, actuar i parlar a la classe de ciències. Materials 150. UAB. Servei de Publicacions.
• LEMKE,J.L., Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. Paidós.1997.
• OGBORN,J., KRESS,G., MARTINS,I., McGILLICUDDY,K., Formas de explicar. La enseñanza de las ciencias en Secundaria. Aula XXI. Santillana. 1998.

Argumentar en ciències

• ÁLVAREZ,V. (1996), Argumentación y razonamiento en los textos de física de secundaria. Alambique, 11, p.65.
• DUSCHL, R., 1998. La valoración de argumentaciones y explicaciones para promover estrategias de retroalimentación, Enseñanza de las Ciencias, 16, 1, p. 3.
• About argument an discussion, SSR, 80, 291, p.57, 1998.
• NEWTON,P., DRIVER, R., OSBORNE, J. 1999. The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21, 5, pp. 553-576.
• SARDÀ, A., SANMARTÍ, N., 2000. Enseñar a argumentar: un reto en las clases de ciencias, Enseñanza de las Ciencias, 18, 3, p. 405.
• OSBORNE,J. ET AL., 2001. Enhancing the quality of argument in school science. School Science Review, 82, 301, p.63.
• DUSCHL,R.A., OSBORNE,J. 2002. Supporting and Promoting Argumentation Discourse. Studies in Science Education, 38, p.39-72.
• GARCÍA. S., DOMÍNGUEZ, J.M., GARCÍA-RODEJA, E., 2002. Razonamiento y argumentación en ciencias. Diferentes puntos de vista en el currículo oficial. Enseñanza de las Ciencias. 20, 2, pp. 217-228.
• SHAKESPEARE, D., 2003. Starting an argument in science lessons. School Science Review. 85, 311, pp.103-108.
• JIMÉNEZ, M.P. Y BUSTAMANTE,J. 2003. Discurso de aula y argumentación en la clase de ciencias: cuestiones teóricas y metodológicas. Enseñanza de las Ciencias, 21, 3, p.359.
• SHAKESPEARE, D., 2003. Starting an argument in science lessons. School Science Review. 85, 311, pp.103-108.
• OSBORNE, J, ERDURAN, S., SIMON, S. (2004). Ideas, Evidence & Argument in Science. In-Service Training Pack. King’s College London.
• OSBORNE, J,F., ERDURAN,S., SIMON,S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41, 10, pp.994-1020.
• ERDURAN,S, SIMON,S., OSBORNE,J. (2004). TAPying into arguments developments in the applications of Toulmin’s Argument Pattern for studying science discourse. Science Education, 88, 6, pp. 915-933.
• SEP. Case Studies in ideas and evidence. Disponible en The Standards site
• QCA (Qualifications and Curriculum Authority) (2005) Science Currriculum 14-19. Disponible en línia.
• National Curriculum on line Science
• SCIENCE ENHANCEMENT PROGRAMME (2005). Ideas and evidence in initial teacher training. London. Gatsby Foundation.
• TABER, S.K. (ed.). (2006). Monogràfic: Ideas and evidence. School Science Review, 87, 321, pp. 26-112. Dos dels articles estan disponibles en el web de la revista
• ERDURAN, S., 2006. Promoting ideas, evidence and argument in initial science teacher training. SSR, 87, 321, pp.45.
• SIMON,S, ERDURAN,S, OSBORNE,J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28, 2-3, pp.235-260.

Llegir, parlar i escriure per aprendre ciència

• Using newspapers in science education, SSR, 74, 268, p.47, 1993
• Using writing to help improve students’ understanding of science knowledge, SSR, 77, 278, p.112, 1995.
• Hand, B., Prain, V. 1996. Writing for learning in science: a model for use within classrooms. Australian Science Teachers Journal, 42, 3, p.23.
• Willison J. 1996. HOW RU integrating hands-on, writing and reading for understanding in your student’s science learning? Australian Science Teachers Journal, 42, 4.
• Unsworth, L. 1997. Australian Science Teacher’s Journal. 43, 1, p 34.
• Banister,F., Ryan, C.,2001. Developing science concepts through story-telling., SSR, 83, 302, p. 75.
• Goodwin, A. 2001. Wonder in science teaching and learning: an update. SSR, 83, 302, p. 69.
• Staples, R., Heselden,R., 2001, Science teaching and literacy, part 1: writing, SSR, 83, 303, p.35.
• Heselden,R., Staples, R., 2002. Science teaching and literacy, part 2. reading, SSR, 83, 304, p.51.
• Staples,R., Heselden,R., 2002, Science teaching and literacy, part 3: Speaking and listening, spelling and vocabulary. SSR, 84, 306. pp 84-96.
• King,C., 2002, Teaching through explanatory stories: “The dynamic Earth crist”. SSR, 83, 304, p.63.
• Jarman, R, McClune,B. (2003). Bringing newspaper reports into the classroom: citizenship and science education. School Science Review, 84, 309, p. 121-130.

Usar llibres i escrits de científics antics

• De Berg, K.C., Grevie, C.E. 1999. Understanding the siphon: An example of the development of pedagogical content knowledge using textbooks and the writings of early scientists. Australian Science Teachers’ Journal. 45, 4, p.19.

Ensenyar i aprendre mètodes ràpids de retroalimentació

• Den Berg, E. 2003. Teaching, learning and quick feedback methods. Australian Science Teacher’s Journal. 49,2, p.28.