Referencias

De CNB
Ir a la navegación Ir a la búsqueda
Busca en cnbGuatemala con Google

(Página creada con «{{Título}} Adey, P. y M. Shayer (1994). Really raising standards: Cognitive intervention and academic achievement. Londres, Reino Unido: Routledge. # Cam, P. (2006). 20 th...»)
(Sin diferencias)

Revisión del 17:59 28 may 2020

Adey, P. y M. Shayer (1994). Really raising standards: Cognitive intervention and academic achievement. Londres, Reino Unido: Routledge.

  1. Cam, P. (2006). 20 thinking tools. Camberwell, Australia: ACER Press.
  2. Di Masi, D. y M. Santi (20016). Learning democratic thinking: A curriculum to Philosophy for Children as citizens. Journal of Curriculum Studies, 2016, vol. 48, número 1, pp. 136-150.
  3. Dunlop, L., K. Compton, L. Clarke, y V. McKelvey-Martin (2013). Exploring “the world around us” in a community of scientific enquiry. Primary Science, 2013, vol. 126, pp. 17-20.
  4. Fair, F. et al. (2015). Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program. Journal of Philosophy in Schools, 2015, vol. 2, número 1, pp. 18-37.
  5. Feuerstein, R. et al. (1980). Instrumental enrichment: An intervention programme for cognitive modifiability. Baltimore, MD: University Park Press.
  6. Garcia-Moriyon, F., I. Robollo, y R. Colom (2005). Evaluating Philosophy for Children: A meta-analysis. Thinking, 2005, vol. 17, número 4, pp. 14-22.
  7. Giménez-Dasí, M., L. Quintanilla, V. Ojeda, y B. Lucas-Molina (2017). Effects of a dialogue-based program to improve emotion knowledge in Spanish Roma preschoolers. Infants and Young Children, 2017, vol. 30 número 1, pp. 3-16.
  8. Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. Londres, Reino Unido: Bloomsbury Publishing.
  9. Goleman, D. (1999). Working with emotional intelligence. Londres, Reino Unido: Bloomsbury Publishing.
  10. Gorard, S., N. Siddiqui, y B. H. See (2017). Can Philosophy for Children improve primary school attainment? Journal of Philosophy of Education, Febrero 2017, vol. 51, número 1, pp. 5-22.
  11. Lennon, S. (2017). Questioning for controversial and critical thinking dialogues in the social studies classroom. Issues in Teacher Education, 2017, vol. 26, número 1, pp. 3-16.
  12. Lipman, M., A. M. Sharp, y F. Oscanyon, Philosophy in the classroom. 1980. Filadelfia, PA: Temple University Press.
  13. McGuinness, C. (1999). From thinking skills to thinking classrooms. Londres, Reino Unido: Department for Education and Employment.
  14. Piaget, J. y B. Inhelder (1969). The psychology of the child. Nueva York, NY: Basic Books.
  15. Rahdar, A., A. Pourghaz, y A. Marziyeh (2018). The impact of teaching Philosophy for Children on critical openness and reflective skepticism in developing critical thinking and self-efficacy. International Journal of Instruction, 2018, vol. 11, número 3, pp. 539-556.
  16. Reznitskaya, A., M. Glina, B. Carolan, O. Michaud, J. Rogers, y L. Sequeira (2012). Examining transfer effects from dialogic discussions to new tasks and contexts. Contemporary Educational Psychology, 2012, vol. 37, número 4, pp. 288-306.
  17. Sutcliffe, R. (2003). Is teaching philosophy a high road to cognitive enhancement? Educational and Child Psychology, 2003, vol. 20, número 2, pp. 65-79.
  18. Topping, K. J. y S. Trickey (2007a). Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years. British Journal of Educational Psychology, 2007, número 77, pp. 271-288.
  19. Topping, K. J. y S. Trickey (2007b). Impact of philosophical enquiry on school students’ interactive behaviour. International Journal of Thinking Skills and Creativity, 2007, vol. 2, número 2, pp. 73-84.
  20. Topping, K. J. y S. Trickey (2007c). Collaborative philosophical enquiry for school children: Cognitive gains at two-year follow-up. British Journal of Educational Psychology, 2007, vol. 77, pp. 781-796.
  21. Topping, K. J., S. Trickey, y P. Cleghorn (2019). [www.routledge.com/9781138393264 A teacher’s guide to Philosophy for Children]. Nueva York y Londres: Routledge. (Web de recursos disponibles gratuitamente).
  22. Trickey, S. y K. J. Topping (2004). Philosophy for Children: A systematic review. Research Papers in Education, 2004, vol. 19, número 3, pp. 363-378.
  23. Trickey, S. y K. J. Topping (2006). Collaborative philosophical enquiry for school children: Socio-emotional effects at 11-12 years. School Psychology International. 2006, vol. 27, número 5, pp. 599-614.
  24. Trickey, S. y K. J. Topping (2007). Collaborative philosophical enquiry for school children: Participant evaluation at 11 years. Thinking, 2007, vol. 18, número 3, pp. 23-34.
  25. Vosoughi, S., D. Roy, y S. Aral (2018). The spread of true and false news online. Science, 2018, vol. 359, número 6380, pp. 1146–1151.
  26. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
  27. Worley, P. (2018). Plato, metacognition and philosophy in schools. Journal of Philosophy in Schools, 2018, vol. 5, número 1, pp. 76-91.

Término introducido por Le Boterf, entendido como los conocimientos, procedimientos y actitudes que es preciso emplear para resolver una situación. Unos son recursos internos, que posee la persona, tales como conocimientos, procedimientos y actitudes

Obtenido de «https://cnbguatemala.org/index.php?title=Serie_prácticas_educativas/32._Filosofía_para_niños/Referencias&oldid=95275»