IV. Referências
329
IV. REFERÊNCIAS
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
330
Mª Dulce Miguens Gonçalves
IV. Referências
331
IV. REFERÊNCIAS
Abrams, E. (1998). Talking and doing science: important elements in a teaching-for
understanding approach. In J. J. Mintzes, J. H. Wandersee & J. D. Novak (Eds.), Teaching
Science for Understanding – a human constructivist view. New York: Academic Press.
Adelman, H. S. (1989). Prediction and prevention of learning disabilities: current state
of the art and future directions. In L. A. Bond & B. E. Compas (Eds.), Primary Prevention of
Psychopathology:vol. XII. Primary Prevention and Promotion in the Schools. London: Sage
Publications.
Adelman, H. S. (1992). LD: The Next 25 Years. Journal of Learning Disabilities, 25
(1), 17-22.
Adelman, H. S., & Taylor, L. (1988). Clinical Child Psychology: fundamental
intervention questions and problems. Clinical Psychology Review, 8, 637-664.
Adelman, H. S., & Taylor, L. (1990). Intrinsic motivation and school misbehaviour:
some intervention implications. Journal of Learning Disabilities, 23 (9), 541-550.
Adey, P. (2000). Science teaching and the development of intelligence. In M. Monk &
J. Osborne (Eds.), Good Practice in Science Teaching (pp. 158-173). Buckingham: Open
University Press.
Alaiz, V., Gonçalves, M. C., & Barbosa, J. (1997). Implementação do modelo de
avaliação no ensino básico. Lisboa: Instituto de Inovação Educacional.
Albinger, P. (1996). Stories from the resource room: piano lessons, imaginary illness,
and broken-down cars. In M. S. Poplin & P. T. Cousin (Eds.), Alternative Views of Learning
Disabilities. Austin: Pro-Ed.
Alexander, P. A., & Dochy, F. J. R. (1994). Relationship between teacher’s beliefs and
their instrucional practice in reading. I R. Garner & P. A. Alexander (Eds), Beliefs about text
and about instructions witht text, 223-244
Almeida, C. A. (1996). Percursos para o Prazer da Escrita. Lisboa: Instituto de
Inovação Educacional.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
332
Almeida, L. S. (1998). Aprendizagem escolar: dificuldades e prevenção. In L.S.
Almeida e J. Tavares (org.), Conhecer, Aprender, Avaliar. Porto: Porto Editora.
Almeida, L. S. & Freire, T. (1997). Metodologia da investigação em psicologia e
educação. Coimbra: APPORT.
Antunes, F. P. (1998). Errar – reflexões pedagógicas sobre o erro. Macau: Centro de
Publicações da Universidade de Macau.
Applebee, A. N. (1982). Writing and learning in school settings. In M. Nystrand (Ed.),
What writers know: the language, process and structure of written discourse. New York:
Academic Press, Inc.
Ashman, A., & Conway, R. (1993). Using Cognitive Methods in the Classroom.
London: Routledege.
Ashman, A., & Conway, R.(1997). An introduction to cognitive education. London:
Routledge.
Astington, J., Harris, P. & Olson, D. (Eds.) (1988). Developing Theories of Mind.
Cambridge: Cambridge University Press.
Ávila, P. (2000). Representações (e públicos) da ciência: introdução. In M. E.
Gonçalves (Org.), Cultura Científica e Participação Pública (pp. 13-17). Oeiras: Celta Editora.
Ávila, P., Gravito, A. P., & Vala, J. (2000). Cultura científica e crenças sobre a ciência.
In M. E. Gonçalves (Org.), Cultura Científica e Participação Pública (pp. 19-31). Oeiras: Celta
Editora.
Ayala, C. & Martín, C. (1997). El desarollo de la concepción infantil sobre el
aprendizage. Infancia y Aprendizage, 77, 35-60.
Bandura, A. (1986). Social Foundations and Action: a social cognitive theory. New
Jersey: Prentice-Hall.
Bard, J. A., & Fisher, H. R. (1983). A rational-emotive approach to academic
underachievement. In A. Ellis & M. E. Bernard (Eds.), Rational-emotive approches to the
problems of childhood. New York: Plenum Press.
Bartlett. E. J. (1982). Learning to revise. In M. Nystrand (Ed.), What writers know: the
language, process, and structure of written discourse. New York: Academic Press.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
333
Bartsch, K., & Wellman, H. (1995). Children Talk about Mind. New York: Oxford
University Press.
Bauersfeld, H. (1995). The structuring on the structures: development and function of
mathematizing as a social practice. In L. P. Steffe & J. Galle (Eds.), Constructivism in
Education (pp. 137-158). Hillsdale, New Jersey: Lawrence Erlbaum.
Beach, R., & Eaton, S. (1984). Factors influencing self-assessing and revising by
college freshmen. In R. Beach & L. Bridwell (Eds.), New directions in composition research.
New York: Guilford Press.
Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1997). Terapia Cognitiva da
Depressão. Porto Alegre: Artmed Editora. (tradução do original em inglês Cognitive Therapy of
Depression. New York: Guilford Press, 1979).
Belenky, M., Clinchy, B., Goldberger, N. & Tarule, J. (1986). Women's Ways of
Knowing: the development of self, voice and mind. New York: Basic Books.
Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper’s World 3.
Educational Researcher, 23 (7), p. 21-23.
Bereiter, C. & Scardamalia, M. (1987). The Psychology of Written Composition.
Hillsdale. New Jersey: Lawrence Erlbaum Associates.
Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. In D. R. Olson & N.
Torrance (Eds), The Handbook of Education and Human Development (pp. 485-513). Oxford:
Blackwell Publishers.
Bergeron, A. (2000). A cultura científica dos cientistas. In M. E. Gonçalves (Org.),
Cultura Científica e Participação Pública (pp. 63-80). Oeiras: Celta Editora.
Bernard, M. E. (1997). You can do it. New York: Warner Books.
Berninger, V. W., & Abbott, R. D. (1994). Redefining learning disabilities: moving
beyond aptitude – achievement discrepancies to failure to respond to validated treatment
protocols. In G. R. Lyon (Ed.), Frames of Reference for the Assessment of Learning Disabilities
(pp. 163-183). London: Paul H. Brookes Publishing Co.
Berry, J. & Sahlberg, P. (1996). Investigating pupils' ideas of learning. Learning and
Instruction, 6 (1), 19-36.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
334
Biggs, J. (2001). The reflective institution: assuring and enhancing the quality os
teaching and learning. Higher education, 41, 221-238.
Biggs, J. & Moore, P. (1993). The Process of Learning. New York: Prentice-Hall.
Billingsley, B. S. (1988). Writing: teaching assessment skills. Academic Therapy, 24
(1), 27-35.
Bintz, W. (1997). Exploring reading nightmares of middle and secondary school
teachers. Journal of Adolescent & Adult Literacy, 41 (1), 12-24.
Bjorklund, D. & Miller, P. (1997). New themes in strategy development.
Developmental Review, 17, 407-410.
Blackburn, S. (1997). Dicionário de Filosofia. Lisboa: Gradiva. (tradução do original
em inglês The Oxford Dictionary of Philosophy. Oxford: Oxford University Press, 1994).
Bliss, J. (1995). Piaget and after: the case of learning science. Studies in Science
Education, 25, 139-172.
Boavida, J., & Barreira, C. (1992). Nova avaliação no ensino básico. Revista
Portuguesa de Pedagogia, XXVI (2), 343-365.
Boimare, S. (2001). A criança e o medo de aprender. Lisboa: Climepsi Editores.
(tradução do original em francês L’enfant et la peur d’apprendre. Paris: Dunod, 1999).
Brewin, C., Andrews, B., & Furnham, A. (1996). Intergenerational links and positive
self-cognitions: parental correlates of optimism, learned resource fulness, and self-evaluation.
Cognitive Therapy and Research, 20 (3), 247-263.
Brown, A. (1987). Metacognition, executive control, self-regulation and other more
mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and
understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Brown, A. (1988). Motivation to learn and understand: on taking charge of one's own
learning. Cognition and Instruction, 5 (4), 311-321.
Brown, A., Ash, D.,Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. (1993).
Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed Cognitions:
psychological and educational considerations (pp.188-228). Cambridge: Cambridge University
Press.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
335
Brown, A., Bransford, J., Ferrara, R. & Campione, J. (1983). Learning, remembering,
and understanding. In J. Flavell & M. Markman (Eds.), Mussen's Handbook of Child
Psychology, vol. 3. New York: Wiley.
Brown, A.L.; Campione, J.C. (1986). Psychological theory and the study of learning
disabilities. American Psychologist, 41, 1059-1068.
Bruce, C., & Gerber, R. (1995). Towards university lecturers' conceptions of student
learning. Higher Education, 29, 443-458.
Bruner, J. S. (1995). Y a-t-il une fin aux révolutions cognitives? Revue Française de
pédagogie, 111, 73-84.
Bruner, J. S. (1996). The Culture of Education. Cambridge: Harvard University Press.
Bruner, J. S. (1997). Actos de Significado. Lisboa: Edições 70. (tradução do original em
inglês Acts of Meaning. Cambridge: Harvard University Press, 1990).
Bruner, J. S. (1998). O processo da Educação. Lisboa: Edições 70. (tradução do
original em inglês The Process of Education. Cambridge: Harvard University Press, 1960)
Bruner, J. S. (1999). Para uma Teoria da Educação. Lisboa: Relógio D’Água Editores.
(tradução do original em inglês Toward a Theory of Instruction. Cambrigdge: Harvard
University Press, 1966).
Bruner, J. S. & Anglin, J. M. (Eds.) (1973). Beyond the Information Given: Studies in
the Psychology of knowing. New York: W. W. Norton & Company.
Bullard, S. (1997). Teaching Tolerance. New York: Doubleday.
Burns, D. D. (1992). Feeling Good: the new mood therapy. New York: Avon Books.
(obra original publicada em 1980)
Cachapuz, A. (1997). Ensino das ciências e mudança conceptual: estratégias inovadoras
de formação de professores. In E. Santos, O. Valente, J. F. Matos, A. Gonçalves, A. Rendas, P.
Pinto, T. Gamboa, Y. Robert, A. Cachapuz, A. Pedrosa, J. Veiga, E. Pestana, M. Pereira (Eds.),
Ensino das Ciências. Lisboa: Instituto de Inovação Educacional.
Cadima, A., Gregório, C., Pires, T., Ortega, C. & Horta, N. (1997). Diferenciação
Pedagógica no Ensino Básico. Lisboa: Instituto de Inovação Educacional.
Café, C. (2002). Eles não sabem que eu sonho (3ª ed.). Porto: Asa Editores.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
336
Campione, J. C. (1987).
Metacognitive components of instructional research with
problem learners. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and
understanding (pp.117-142). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school
achievement. In C. S. Lidz (Ed.), Dynamic Assessment: An Interactional Approach to
Evaluating Learning Potential (pp 82-115). New York: The Guilford Press.
Canavarro, J. M. (1999). Ciência e Sociedade. Coimbra: Quarteto Editora.
Canavarro, J. M. (2000). O que se pensa sobre a Ciência. Coimbra: Quarteto Editora.
Candeias, A. (1996). Desenvolvimento e análise do questionário de atitudes face à
escola (QAFE). In L. Almeida, Silvério, J. & Araújo, S. (Orgs.), Actas do II Congresso
Galaico-Português de Psicopedagogia. Braga, Universidade do Minho.
Candeias, A. (1997). Ser aluno: atitudes expressas e aprendizagem.
Comunicação
presente no VII Colóquio Nacional da AIPELF/AFIRSE. Universidade de Lisboa.
Carey, S. (1986). Cognitive science and science education. American Psychologist, 41,
1123-1130.
Castro, P. (1997).
E porquê tantas sentenças? em busca das origens das crenças
maternas. In M. B. Monteiro & P. Castro (Org.), Cada cabeça sua sentença: ideias dos adultos
sobre as crianças. Oeiras: Celta Editora.
Castro, P., & Lima, M. L. (2000). A variabilidade das concepções de ciência e de
ambiente entre o público. In M. E. Gonçalves (Org.), Cultura Científica e Participação Pública
(pp. 41-62). Oeiras: Celta Editora.
Catterall, C., & Gazda, G. (1978). Strategies for Helping Students. Illinois: Charles
Thomas Publisher.
Cawthron, E., & Rowell, J. (1978). Epistemology and science education. Studies in
Science Education, 5, 31-59.
Chan, C. & Sachs, J. (2001). Beliefs about learning in children’s understanding of
science texts. Contemporary Educational Psychology, 26, 192-210.
Chi, M., Slotta, J., & Leeuw, N. (1994). From things to processes: a theory of
conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
337
Clark, A., & Millican, P. (Eds.) (1996). Connectionism, concepts, and folk psychology.
Oxford, Clarendon Press.
Clark, C., & Peterson, P. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.).
Handbook of Research on Teaching (3rd. Edition). London: Collier Macmillan Publishers.
Cleeremans, A. (1997). Principles of implicit learning. In D. C. Berry (Ed.), How
Implicit is Implicit Learning?. Oxford: Oxford University Press.
Cohn, P. (1998). Why does my stomach hurt? How individuals with learning disabilities
can use cognitive strategies to reduce anxiety and stress at the college level. Journal of Learning
Disabilities, 31 (5), 514-516.
Condemarin, M., & Blomquist, M. (1989). Dislexia: manual de leitura corretiva. Porto
Alegre: Artes Médicas. (tradução do original em espanhol La Dislexia: Manual de lectura
correctiva. Santiago do Chile: Editorial Universitaria, 1980).
Confrey, J. (1995). How compatible are radical constructivism sociocultural approaches
and social constructivism. In L. P. Steffe & J. Galle (Eds.), Constructivism in Education (pp.
137-158). Hillsdale, New Jersey: Lawrence Erlbaum.
Coplin, J., & Morgan, S. (1988). Learning Disabilities: a multidimensional perspective.
Journal of Learning Disabilities, 21 (10), 614-622.
Corno, L. (1994). Student volition and education: outcomes, influences, and practices.
In D. Schunk & B. Zimmerman (Eds.), Self-regulation of Learning and Performance. Hillsdale,
New Jersey: Lawrence Erlbaum Associates.
Correia, L. M. (1991). Dificuldades da Aprendizagem: contributos para a clarificação e
unificação dos conceitos. Porto: APPORT.
Correia, L. M. (1997). Alunos com necessidades educativas especiais nas classes
regulares. Porto: Porto Editora.
Costley, D. (2000). Collecting the views of young people with moderate learning
difficulties. In A. Lewis & G. Lindsay (Eds.), Researching Children´s Perspectives (pp.163172). Buckingham: Open University Press.
Cousin, P. T., Diaz, B., Flores, B., & Hernandez, J. (1996). Looking forward: using a
sociocultural perspective to reframe the study of learning disabilities. In M. S. Poplin & P. T.
Cousin (Eds.), Alternative Views of Learning Disabilities (pp. 437-449). Austin: Pro-Ed.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
338
Crozier, J. & Tracey (2000). Falling out of school: a young woman’s reflections on her
chequered experience of schooling. In A. Lewis & G. Lindsay (Eds.), Researching Children´s
Perspectives (pp.173-186). Buckingham: Open University Press.
Cruz, M., & Almeida, L. (1996). Avaliação dinâmica das capacidades cognitivas de
crianças com dificuldades de aprendizagem. In L. Almeida, Silvério, J. & Araújo, S. (Org.),
Actas do II Congresso Galaico-Português de Psicopedagogia. Braga: Universidade do Minho.
Cruz, V. (1999). Dificuldades de Aprendizagem: fundamentos. Porto: Porto Editora.
Cullen, J. (1985).Children’s ability to cope with failure: implications of a metacognitive
approach for the classroom. In D. L. Forrest-Pressley, G. E. MacKinnon, T. G. Waller (Eds.),
Metacognition, Cognition, and Human Performance, vol. 2. London: Academic Press.
Dagnan, D., & Chadwick, P. (1997). Cognitive-behavior therapy for people with
learning disabilities. In B. S. Kroese, D. Dagnan & K. Loumidis (Eds.), Cognitive-Behaviour
Therapy for People with Learning Disabilities. London: Routledge.
Dahlgren, L.-O. (1997). Learning conceptions and outcomes. In F. Marton, D. Hounsell
& N. Entwistle (Eds.), The Experience of Learning: implications for teaching and studying in
Higher Education (2nd edition) (pp. 23-38). Edinburgh: Scotish Academic Press.
Daiute, C. (1985). Do writers talk to themselves?. In S. W. Freedman (Ed.), The
Acquisition of Written Language. Norwood, New Jersey: Ablex Publishing Corporation.
Daiute, C. (1986). Physical and cognitive aspects of revising: insights from studies with
computers. Research in the Teaching of English, 20, 141-159.
Daiute, C. (1989). Play as thought: thinking strategies of young writers. Harvard
Educational Review, 59 (1), 1-23.
Davis, R. D. (1994). The Gift of Dyslexia. New York: Perigee Books.
De Corte, E. (2000). Marrying theory building and the improvement of school practice:
a permanent challenge for instructional psychology. Learning Instruction, 10, 249-266.
De Landsheere, G. (1976). Avaliação Contínua e Exames: noções de docimologia.
Coimbra: Livraria Almedina.
Denti, L. G., & Katz, M. S. (1996). Escaping the cave to dream new dreams: a
normative vision of learning disabilities. In M. S. Poplin & P. T. Cousin (Eds.), Alternative
Views of Learning Disabilities (pp. 59-75). Austin: Pro-Ed.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
339
Departamento de Programação e Gestão Financeira (DEP/GEF) (1996). Estatísticas da
Educação 1993-1994. Lisboa: Ministério da Educação.
Departamento de Programação e Gestão Financeira (DEP/GEF) (1999). Estatísticas
Preliminares, ano escolar 1998-1999. Lisboa: Ministério da Educação.
Dickinson, H. (1998). Perspective on Learning Difficulties through Biographies. In M.
Erben (Ed.), Biography and Education – A reader. (pp.72-87) Londres: Falmer Press.
Dockrell, J., & McShane, J. (1992). Children's Learning Dificulties. Oxford: Blackwell.
Dockrell, J., Lewis, A., & Lindsay, G. (2000). Researching children’s perspectives: a
psychological dimension. In A. Lewis & G. Lindsay (Eds.), Researching Children´s
Perspectives (pp.46-58). Buckingham: Open University Press.
Dole, J-M., & Bellano, D. (1993). As crianças que não aprendem. Lisboa: Instituto
Piaget. (tradução do original em francês Les Enfants Qui N’apprennent Pás. Éditions du
Centurions).
Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young People's Images of Science.
Buckingham: Open University Press.
Driver, R., Leach, J., Scott, P. & Wood-Robinson, C. (1994). Young people’s
understanding of science concepts: implications of cross-age studies for curriculum planning.
Studies in Science education, 24, 75-100.
Driver, R., & Oldham, V. (1978). A constructivist approach to curriculum development
in science. Studies in Science education, 13, 105-122.
DSM-IV (1996). Manual de Diagnóstico e Estatística das Perturbações Mentais.
Lisboa: CLIMEPSI Editores.
Duarte, A. M. (2000). Avaliação e modificação de concepções, motivações e estratégias
de aprendizagem em estudantes do ensino superior. Tese de doutoramento em Psicologia da
Educação. Lisboa: Faculdade de Psicologia de Ciências da Educação da Universidade de
Lisboa.
DuCharme, C. (1996). Valuing differences: the children we don’t understand. In M. S.
Poplin & P. T. Cousin (Eds.), Alternative Views of Learning Disabilities. Austin: Pro-Ed.
Duschl, R., & Gitomer, D. (1991). Epistemological perspectives on conceptual change:
implications for educational practice. Journal of Research in Science Teaching, 28 (9), 839-858.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
340
Dweck, C., & Legget, E. (1988). A social-cognitive approach to motivation and
personality. Psychological Review, 95, 256-273.
Edge, J. (1996). Mistakes and Correction. London: Longman.
Edmondson, K., & Novak, J. (1993). The interplay of scientific epistemological views,
learning strategies, and attitudes of college students. Journal of Research in Science Teaching,
30 (6), 547-559.
Egan, K. (1996). The development of understanding. In D. R. Olson & N. Torrance
(Eds), The Handbook of Education and Human Development (pp. 514-533). Oxford: Blackwell
Publishers.
Eggen, P., & Kauchak, D. (1997). Educational Psychology: windows on classrooms (3rd
ed.). New Jersey: Prentice Hall.
Eklund-Myrskog, G. (1997). The influences of the educational context on student
nurses’ conceptions of learning and approaches to learning. British Journal of Educational
Psychology, 67, 371-181.
Ellis, A.; Moseley, S. & Wolfe, J. (1968). How to Raise an Emotionally Healthy Happy
Child, (2nd ed.). Hollywood: The Institute for Rational Living.
Englert, C. (1989). Unraveling the mysteries of writing through strategy instruction. In
T. E. Scruggs & B. Y. Wong (Eds.), Intervention research in learning disabilities. New York:
Springer-Verlag.
Entwistle, N. (1990). Student learning and classroom environment. In N. Frederickson
& N. Jones (Eds.), Refocusing Educational Psychology. London: The Falmer Press.
Entwistle, N. (1991). Approaches to learning and perceptions of the learning
environment. Higher Education, 22, 201-204.
Entwistle, N. (1997). Contrasting perspectives on learning. In F. Marton, D. Hounsell &
N. Entwistle (Eds.), The Experience of Learning: implications for teaching and studying in
Higher Education (2nd edition) (pp. 3-22). Edinburgh: Scotish Academic Press.
Estrela, A. (1984). Teoria e prática da observação de classes. Uma estratégia de
formação de professores. Lisboa: Instituto Nacional e Investigação Científica.
Estrela, M. T. & Estrela, A (1977). Perspectivas actuais sobre a formação de
professores. Lisboa: Editorial Estampa.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
341
Estrela, M. T. & Estrela, A (1978). A técnica dos incidentes críticos no ensino. Lisboa:
Editorial Estampa.
Faria, L. (1996). Desenvolvimento inter-individual das concepções pessoais de
inteligência durante a adolescência. Revista Portuguesa de Pedagogia, XXX (1), 17-33.
Faria, L., & Fontaine, A. (1989). Concepções pessoais de inteligência, elaboração de
uma escala e estudos exploratórios. Cadernos de Consulta Psicológica, 5, 19-30.
Faria, L., & Fontaine, A. (1997). Adolescents’ personal conceptions of intelligence: the
development of a new scale and some exploratory evidence. European Journal of Psychology of
Education, XII (1), 51-82.
Ferreira-Alves, J. & Gonçalves, O. (2001).
Educação Narrativa do Professor.
Coimbra: Quarteto.
Ferri, B., Keefe, C., & Gregg, N. (2001). Teachers with learning disabilities: a view
from both sides of the desk. Journal of Learning Disabilities, 34 (1), 22-32.
Filgueiras, M. L. (1996). Percepções de
competência, problemas emocionais e
dificuldades de aprendizagem em alunos do 2º ciclo do ensino básico. In L. Almeida, Silvério, J.
& Araújo, S. (Orgs.), Actas do II Congresso Galaico-Português de Psicopedagogia. Braga:
Universidade do Minho.
Fink, R. (1996). Successfull dyslexics: a constructivist study of passionate interest
reading. Journal of Adolescent & Adult Literacy, 39 (4), 268-280.
Finlan,T. (1994). Learning Disability: the imaginary disease. London: Bergin &
Garvey.
Fitzgerald, J. (1987). Research on revision in writing. Review of Educational Research,
57 (4), 481-506.
Flavell, J. (1976). Metacognitive aspects of problem solving. In L. B. Resnik (Ed.), The
Nature of Intelligence. New Jersey: Lawrence Erlbaum Associates, Publishers.
Flavell, J. (1979). Metacognition and cognitive monitoring: a new area of cognitivedevelopmental inquiry. American Psychologist, 34, 906-911.
Flavell, J. (1981). Cognitive monitoring. In P. Dickson (Ed.) Children's oral
communication skills (pp. 35-60). New York: Pergamon Press.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
342
Flavell, J. (1986). The development of children's knowledge about the appearencereality distinction. American Psychologist, 41, 418-425.
Flavell, J. (1987). Speculations about the nature and development of metacognition. In
F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 21-30).
Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Flower, L., & Hayes, J. (1980). The dynamics of composing: making plans and juggling
constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing. Hillsdale,
New Jersey: Lawrence Erlbaum Associates.
Fonseca, V. (1984). Uma Introdução às Dificuldades de Aprendizagem. Lisboa:
Editorial Noticias.
Fonseca, V. (1993). Dificuldades de aprendizagem (D.A.): análise contextual e novos
desafios. Jornal de Psicologia, 11, 3-4, 8-14.
Fonseca, V. (1996). Assessment and treatment of learning disabilities in Portugal.
Journal of Learning Disabilities, 29 (2), 114-117.
Fontaine, A., & Faria, L. (1989). Teorias pessoais do sucesso. Cadernos de Consulta
Psicológica, 5, 5-18.
Forguson, L. (1989). Common Sense. London: Routledge.
Forguson, L., & Gopkin, A. (1988). The ontogeny of common sense. In J. Astington, P.
Harris & D. Olson (Eds.), Developing Theories of Mind (pp. 226-243). Cambridge: Cambridge
University Press.
Forman, S. G. (1994). Teacher stress management: a rational-emotive therapy approach.
In M. E. Bernard & R. DiGiuseppe (Eds.), Rational-Emotive Consultation in Applied Settings
(pp. 107-128). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Fourez, G., Englebert-Lecomte, V., & Mathy, P. (1997). Nos savoirs sur nos savoirs.
Bruxelles: De Boeck Université.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M.
(1994). Measurement of change: assessing behavior over time and within a developmental
context. In G. R. Lyon (Ed.), Frames of Reference for the Assessment of Learning Disabilities
(pp. 29-58). London: Paul H. Brookes Publishing Co.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
343
Frankl, V. E. (2000). Man’s search for ultimate meaning. Cambridge: Perseus
Publishing.
Frederickson, N., & Furnham, A. (1998). Sociometric-status-group classification of
mainstreamed children who have moderate learning difficulties: an investigation of personal and
environmental factors. Journal of Educational Psychology, 90 (4), 772-783.
Furnham, A. (1984). Lay conceptions of neuroticism. Personal individual Differences, 5
(1), 95-103.
Furnham, A. (1992). Lay understanding of science: young people and adults’ ideas of
scientific concepts. Studies in Science Education, 20, 29-64.
Furnham, A., & Henley, S. (1988). Lay beliefs about overcoming psychological
problems. Journal of Social and Clinical Psychology, 6 (3/4), 423-438.
Furnham, A., Lillie, F., & Wardley, Z. (1992). Lay theories of psycotherapy III:
comparing the ratings of lay persons and clinical psychologists. Human Relations, 45 (8), 839858.
Furnham, A., & Wardley, Z. (1991). Lay theories of psycotherapy II: the efficacy of
different therapies and prognosis for different problems. Human Relations, 44 (11), 1197-1211.
Gardner, H. (1991). The Unschooled Mind: how children think and how schools should
teach. New York: BasicBooks.
Gergen, K. (1995). Social construction and the educational process. In L. P. Steffe & J.
Gale (Eds.), Constructivism In Education. New Jersey: Lawrence Erlbaum Associates,
Publishers.
Gettinger, M. (1988). Analogue assessment: evaluating academic abilities. In E. S.
Shapiro & T. R. Kratochwill (Eds.), Behavioral Assesment in Scholls: conceptual foundations
and practical applications. New York: The Guilford Press.
Gibbs, G. (1981), Teaching students to learn: a student-centered approach. Milton
Keynes, Philadelphia: Open University Press.
Glasersfeld, E. (1995). A constructivist approach to teaching. In L. P. Steffe & J. Gale
(Eds.), Constructivism In Education. New Jersey: Lawrence Erlbaum Associates, Publishers.
Glenn, H. S., & Nelsen, J. (1989). Raising Self-Reliant Children in a Self-Indulgent
World. Rocklin, CA: Prima Publishing & Communications.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
344
Glynn, S., Yeany, R. & Britton, B. (Eds.) (1991), The Psychology of Learning Science.
Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Goldberger, N., Tarule, J., Clinchy, B., & Belenky, M. (Eds.) (1996). Knowledge,
Difference, and Power. New York: Basic Books.
Gonçalves, M. D. (1992). Processos Psicológicos na Revisão da Composição Escrita:
contributos para o desenvolvimento de estratégias de aprendizagem. Tese de Mestrado em
Ciências da Educação, Ramo de psicologia da Educação. Faculdade de Psicologia e de Ciências
da Educação da Universidade de Lisboa.
Gonçalves, M. D. (1994). Estratégias de aprendizagem para a composição escrita: uma
proposta de intervenção. Comunicação apresentada no VI Seminário Nacional, A componente
de Psicologia na Formação de Professores e outros Agentes Educativos, Évora, Universidade de
Évora.
Gonçalves, M. D. (1997). Comparative analysis of inter-observer agreement
methods. Comunicação apresentada na 4th European Conference on Psychological
Assessment, Lisbon, Portugal.
Gonçalves, O., & Ferreira-Alves, J. (1995). Desafios do professor numa escola pósmoderna: a construção narrativa da existência. Colóquio Educação e Sociedade, 10, 137-151.
Goodnow, J. J. (1996). Acceptable ignorance, negotiable disagreement: alternative vies
of learning. In D. R. Olson & N. Torrance (Eds), The Handbook of Education and Human
Development (pp. 345-368). Oxford: Blackwell Publishers.
Graham, S.; Harris, K.R. (1989a).
Cognitive training: implications for written
language. In J. Hughes e R. Hall (Eds.), Cognitive behavioural psychology in the schools: a
comprehensive handbook. (p.247-249). New York: Guilford Publishing Comp.
Graham, S., & Harris, K. (1989b). Components analysis of cognitive strategy
instruction: effects on learning disabled students' compositions and self-efficacy. Journal of
Educational Psychology, 81 (3), 353-361.
Graham, S.; Harris, K.R. (1989c).
Improving learning disabled students' skills at
composing essays: self-instructional strategy training. Exceptional Children, 56 (3), p. 201-214.
Graham, S., Harris, K., MacArthur, C., & Schwartz, S. (1991). Writing and writing
instruction for students with learning disabilities: review of a research program. Learning
Disability Quarterly, 14, 89-114.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
345
Graham, S., & MacArthur, C. (1988). Improving disabled student's skills at revising
essays produced on a word processor: self-instructional strategy training. The Journal of Special
Education, 2 (2), 133-152.
Graham, S., MacArthur, C., Schwartz, S., & Page-Voth, V. (1992). Improving the
compositions of students with learning disabilities using a strategy involving product and
process goal setting. Exceptional Children, 58 (4), 322-334.
Graves, D. H. (1983). Writing: Teachers & Children at Work. Exeter, NH: Heinemann.
Grave, M. E. & Walsh, D. J. (1998). Studying Children in Context. London: Sage
Publications.
Gredler, M. E. (1997), Learning and Instruction: theory into practice. New Jersey:
Prentice-Hall.
Greene, M. (1986). Philosophy and teaching. In M.C. Wittrock (Ed.). Handbook of
Research on Teaching (3rd. Edition). London: Collier Macmillan Publishers.
Greene, M. (1994). Epistemology and educational research: the influence of recent
approaches to knowledge. Review of Research in Education, 20, 423-464.
Greeno, J.; Pearson, P. & Schoenfeld, A. (1999).
Achievement and Theories of
Knowing and Learning. In R. McCormick & C. Paechter (Eds.), Learning and Knowledge
(pp.136-153). London: Sage Publications.
Groteluschen A. K., Borkowsky, J. G., & Hale, C. (1990). Strategy instruction is often
insufficient: adressing the interdependency of executive and attributional processes. In T. E.
Scruggs & B. Y. Wong (Eds.), Intervention research in learning disabilities. New York:
Springer-Verlag.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate Data
Analysis (5th ed.). New Jersey: Prentice Hall.
Halldén, O. (1993). Learners’ conceptions of the subject matter being thaught. A case
from learning history. International Journal of Educational Research, 19 (3), 316-325.
Hammill, D. (1990). On defining LD: an emerging consensus. Journal of Learning
Disabilities, 23 (2), 97-113.
Hammill, D., & Bartel, N. (Eds.) (1986). Teaching Students with Learning and
Behavior Problems. Boston: Allyn & Bacon.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
346
Hand, B., & Treagust, D.F. (1994). Teachers’ thoughts about changing to constructivist
teaching/learning approaches within junior secondary science classrooms. Journal of Education
for Teaching: international research and pedagogy, 20 (1), 97-112.
Harrington, H. (1994). Teaching and knowing. Journal of Teacher Education, 45 (3),
191-198.
Harris, K. R., & Graham, S. (1985). Improving learning disabled students' composing
skills: self-control strategy training. Learning Disability Quarterly, 8 (1), 27-36.
Harris, K. R., Graham, S. & Deshler, D. (Eds.) (1998). Teaching every child every day.
Cambridge: Brookline Books.
Harris, K. R., Schmidt, T., & Graham, S. (1998). Every child can write: strategies for
composing and self-regulation in the writing process. In Harris, K. R., Graham, S. & Deshler,
D. (Eds.), Teaching every child every day (pp. 131-167). Cambridge: Brookline Books.
Haselager, W. F. G. (1997). Cognitive Science and Folk Psychology. London: Sage
publications.
Hearne, D., & Stone, S. (1996). Multiple intelligences and underachievement: lessons
from individuals with learning disabilities. In M. S. Poplin & P. T. Cousin (Eds.), Alternative
Views of Learning Disabilities (pp. 103-119). Austin: Pro-Ed.
Heckhausen, H. (1987). Causal attribution patterns for achievement outcomes:
individual differences, possible types and their origins. In F. E. Weinert & R. H. Kluwe (Eds.),
Metacognition, motivation and understanding (pp. 143-184). Hillsdale, New Jersey: Lawrence
Erlbaum Associates.
Heshusius, L. (1996). Modes of consciousness and the self in learning disabilities
research: considering past and future. In D. K. Reid, W. P. Hresko & H. L. Swanson (Eds.),
Cognitive Approaches to learning Disabilities (3rd ed.) (pp. 617-651). Austin: Pro-Ed.
Hofer, B. (2000). Dimensionality and disciplinary differences in personal epistemology.
Contemporary Educational Psychology, 25, 378-405.
Hofer, B. & Pintrich, P. (1997). The development of epistemological theories: beliefs
about knowledge and knowing and their relation to learning. Review of Educational Research,
67 (1), 88-140.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
347
Hresko, W. P., Parmar, R. S., & Bridges, D. L. (1996a). Educational trends in learning
disabilities. In D. K. Reid, W. P. Hresko & H. L. Swanson (Eds.), Cognitive Approaches to
learning Disabilities (3rd ed.) (pp. 63-111). Austin: Pro-Ed.
Hresko, W. P., Parmar, R. S., & Bridges, D. L. (1996b). The educational perspective. In
D. K. Reid, W. P. Hresko & H. L. Swanson (Eds.), Cognitive Approaches to learning
Disabilities (3rd ed.) (pp. 3-61). Austin: Pro-Ed.
Irwin, D., & Bushnell, M. (1980). Observational Strategies for Child Study. New
York: Holt, Rinehart & Winston.
Itié, J. (1987). Des grilles de co-évaluation en français. Cahiers Pedagogiques, 256,
Sep., 27.
Jehng, J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students’
epistemological beliefs about learning. Contemporary Educational Psychology,18, 23-35.
Jones, C. (2000). The role of language in the learning and teaching of science. In M.
Monk & J. Osborne (Eds.), Good Practice in Science Teaching, 88-103. Buckingham: Open
University Press.
Joyce, M. (1994). Rational-emotive parent consultation. In M. E. Bernard & R.
DiGiuseppe (Eds.), Rational-Emotive Consultation in Applied Settings (pp. 91-106). Hillsdale,
New Jersey: Lawrence Erlbaum Associates.
Joyce, B., Calhoun, E., & Hopkins, D. (1997). Models of learning – tools for teaching.
Philadelphia: Open University Press.
Juvonen, J., & Bear, G. (1992). Social adjustment of children with and without learning
disabilities in integrated classrooms. Journal of Educational Psychology, 84 (3), 322-330.
Kaplan, J. S. (1991). Beyond behavior modification: a cognitive-behavioral approach
to behavior management in the school (2ªedição). Austin: Pro-Ed.
Kassar, M. (1995). Ciência e Senso Comum no Cotidiano das Classes Especiais.
Campinas: Papirus Editora.
Kavale, K. A., & Forness, S. R. (1985). The Science of Learning Disabilities. San
Diego, LA: College Hill Press.
Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and
don’t say. Journal of Learning Disabilities, 33 (3), 239-256.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
348
Kavale, K. A & Reese, J.H. (1991). Teacher beliefs and perceptions about learning
disabilities: a survey of Iowa practitioners. Learning Disability Quarterly, 14, 141-160.
Keefe, C.H. (1986). Laber-Free Learning: supporting learners with disabilities. York:
Stenhouse Publishers.
Keogh, B. K. (1994). A matrix of decision points in the measurement of learning
disabilities. In G. R. Lyon (Ed.), Frames of Reference for the Assessment of Learning
Disabilities (pp. 15-26). London: Paul H. Brookes Publishing Co.
Kitchener, K., Lynch, C, Fischer, K. & Wood, P. (1993). Developmental range of
reflective judgment: the effect of contextual support and practice on developmental stage.
Developmental Psychology, 29, 5, 893-906.
Kitchener, R. F. (1996). Genetic epistemology and cognitive psychology of science. In
W. O’Donohue & R. F. Kitchener (Eds.) (1996), The Philosophy of Psychology. London: Sage
Publications.
Klatter, E. B., Lodewijks, H. G. L. C., & Aarnoutse, C. A. J. (2001). Learning
conceptions of young students in the final year of primary education. Learning and instruction,
11, 485-516.
Kline, P. (1994). An Easy Guide to Factor Analysis. London: Routledge.
Knaus, W. J. (Ed.) (1974). Rational Emotive Education: a manual for elementary
school teachers. New York: Institute for Rational Living.
Kroese, B. S, Dagnan, D. & Loumidis, K. (Eds.). (1997). Cognitive-Behavior Therapy
for Peeople with Learning Disabilities. London: Routledge.
Kuckartz, U. (1998). winMax Scientific Text Analysis for the Social Sciences: user’s
guide. London: Sage Publications.
Kuhl, J. (1987). Feeling versus being helpless: metacognitive mediation of failureinduced performance deficits. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition,
motivation and understanding (pp. 217-238). Hillsdale, New Jersey: Lawrence Erlbaum
Associates.
Kuhn, T. (1962). The structure of scientific revolutions. Chicago: Chicago University
Press.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
349
Lamon, M., Chan, C., Scardamalia, M., Burtis, P., & Brett, C. (1993). Beliefs about
learning and constructive processes in reading: effects of a computer supported intentional
learning environment. Annual Meeting of the American Educational Research Association.
Lauren, J. (1997). Succeeding with LD. Minneapolis, MN: Free Spirit Publishing.
Lawson, M. J. (1984). Being executive about metacognition. In J. R. Kirby (Ed.),
Cognitive strategies and educational performance. Orlando: Academic Press.
Leach, J. (1996). Students' understanding of the nature of science. In G. Welford, J.
Osborne & P. Scott (Eds.). Research in Science Education in Europe: current issues anL
themes. London: The Falmer Press.
Leach, J., Millar, R., Ryder, J., & Séré, M. (2000). Epistemological understanding in
science learning: the consistency of representations across contexts. Learning and Instruction,
10, 497-527.
Leach, J., & Scott, P. (1995). The demands of learning science concepts – issues of
theory and practice. Learning science concepts, 76 (277), 47-51.
Leahy, R. L. (1995). Cognitive development and cognitive therapy. Journal of
Cognitive Psychotherapy: An International Quarterly, 9 (3), 173-184.
Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames
& R. Ames (Eds.), Research on Motivation in Education: Goals and Cognitions, (pp. 73-105)
(vol. 3). San Diego: Academic Press.
Lewis, A. (1995). Children 's Understanding of Disability. London: Routledge.
Licht, B. (1983). Cognitive-motivational factors that contribute to the achievement of
learning disabled children. Journal of Learning Disabilities, 16 (8), 483-489.
Lichtfeldt, M. (1996). Development of pupils’ ideas of the particular nature of matter:
long-term research project. In G. Welford, J. Osborne & P. Scott (Eds.). Research in Science
Education in Europe: current issues anL themes. London: The Falmer Press.
Lidz, C. S. (1991), Practinioner’s Guide to Dynamic Assessment. New York: The
Guilford Press.
Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual
change: a critical appraisal. Learning and Instruction, 11, 357-380.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
350
Lindblom-Ylänne, S.; Lonka, K. & Leskinen, E. (1999). On the predictive value of
entry-level skills for successful studying in medical school. Higher Education, 37, 239-258.
Lobo, A. (1998). Aprendizagem assistida pela avaliação: um sorriso difcícil para o novo
sistema de avaliação. Porto: Porto Editora.
Lonka, K. & Ahola, K. (1995). Activating instruction: how to foster study and thinking
skills in higher education. European Journal of Psychology of Education, vol. X, 4, 351-368.
Lonka, K. & Lindblom-Ylänne, S. (1996). Epistemologies, conceptions of learning,
and study practices in medicine and psychology. Higher Education, 31, 5-24.
Lonka, K., Joram, E. & Bryson, M. (1996). Conceptions of learning and knowledge:
does training make a difference? Contemporary Educational Psychology, 21, 240-260.
Loper, A. & Murphy, D. (1985). Cognitive self-regulatory training for underachieving
children. In D. Forrent-Pressley, G. MacKinnon & T. Waller (Eds.), Metacognition, Cognition
and Human Performance. (vol. 2). London: Academic Press.
Lopes da Silva, A. (1985). Auto-instrução: suas aplicações clínicas e educacionais.
Revista Portuguesa de Psicologia, 22, 133-17.
Lopes da Silva, A., & Sá, I. (1989).
Um programa para o desenvolvimento de
estratégias de estudo - reflexões sobre uma prática clínica. Revista Portuguesa de Psicologia,
25, 93-108.
Lopes da Silva, A. (1996). O treino de auto-instrução, uma via de acesso às estratégias
metacognitivas. Psicologia, XI, 1, 117-125.
Lopes da Silva, A. & Sá, I. (1997). Uma leitura sociocultural do estilo atribucional em
situações de aprendizagem. Revista Portuguesa de Psicologia, 32, 7-19.
Lopes da Silva, A. & Gonçalves, M. D. (1996). Dificuldades de aprendizagem:
perspectivas actuais de investigação e de avaliação psicológica. Comunicação apresentada no
VII Colóquio AIPELF, Métodos e Técnicas de Investigação em Educação, Lisboa, Faculdade de
Psicologia e de Ciências da Educação da Universidade de Lisboa.
Lopes da Silva, A. & Sá, I. (1993). Saber Estudar e Estudar para Saber. Porto: Porto
Editora.
Lynott, D. & Woolfolk, A. (1994). Teachers' implicit theoriesof intelligence and their
educational goals. The Journal of Research and Development in Education, 27 (4), 253-264.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
351
Lyon, G. R. (Ed). (1994). Frames of Reference for the Assessment of Learning
Disabilities. London: Paul H. Brooks Pub.
Lyon, G. R. (1994a). Critical issues in the measurement of learning disabilities. In G. R.
Lyon (Ed.), Frames of Reference for the Assessment of Learning Disabilities (pp. 3-13).
London: Paul H. Brookes Publishing Co.
Mann, S. (2000). The student’s experience of reading. Higher Education, 39, 297-317.
Marinoff, L. (1999). Mais Platão, menos Prozac! Lisboa: Editorial Presença. (tradução
do original em inglês Plato, not Prozac! Applying Eternal Wisdom to Everyday Problems. New
York: HarperCollins Publishers)
Martins, M. A. (1994). Pré-História da Aprendizagem da Leitura. Lisboa: ISPA.
Marton, F. (1988). Describing and improving learning. In R. Schmeck (Ed.), Learnin’
Strategies and Learning Styles. New York: Plenum Press.
Marton, F., & Booth, S. (1996). The learner’s experience of learning. In D. R. Olson &
N. Torrance (Eds), The Handbook of Education and Human Development (pp. 534-564).
Oxford: Blackwell Publishers.
Marton, F, & Säljo, R. (1997). Approaches to learning. In F. Marton, D. Hounsell & N.
Entwistle (Eds.), The Experience of Learning: implications for teaching and studying in Higher
Education (2nd edition), 39-58, Edinburgh: Scotish Academic Press.
McMullin, R. (2000). The New Handbook of Cognitive Therapy Techniques. New York:
W.W. Norton & Company.
Meichenbaum, D. (1977). Cognitive-behavior modification: an integrative approach.
New York: Plenum Press.
Meichenbaum, D. (1986). Cognitive-behavior modification. In F. H. Kanfer e A. P.
Goldstein (Eds.), Helping People Change. New YorK: Pergamon Press.
Meichenbaum, D. (1990). Cognitive perspective on teaching self-regulation. American
Journal on Mental Retardation, 94 (4), 367-371.
Meichenbaum, D. (1993), Changing conceptions of cognitive behavior modification:
retrospect and prospect. Journal of consulting and clinical psychology, 61, (2), 202-204.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
352
Meichenbaum, D., & Asarnow, J. R. (1979). Cognitive-behavioral modification and
metacognitive development: implications for the classroom. In P. C. Kendall & S. D. Hollon
(Eds.), Cognitive-behavioral interventions: theory, research and procedures.
New York:
Academis Press.
Meltzer, L. J. (1994). Assessment of learning disabilities: the challenge of evaluating
the cognitive strategies and processes underlying learning. In G. R. Lyon (Ed.), Frames of
Reference for the Assessment of Learning Disabilities (pp. 571-606). London: Paul H. Brookes
Publishing Co.
Mertens, D. M. (1998). Research methods in Education and Psychology : integrating
diversity with quantitative & qualitative approaches. London: Sage Publications.
Mettrau, M. B. & Almeida, L. S. (1996). Concepções e representações da inteligência
nos professores. In L. Almeida, Silvério, J. & Araújo, S. (Org.s), Actas do II Congresso
Galaico-Português de Psicopedagogia, Braga, Universidade do Minho.
Meyers, A., Cohen, R., & Schleser, R. (1989). A cognitive-behavioral approach to
education: adopting a broad based perspective. In J. N. Hughes & R. J. Hall (Eds.), Cognitive
behavioral psychology in the schools - a comprehensive handbook. New York: The Guilford
Press.
Minick, N. (1987). Implications of Vygotsky’s theories for dynamic assessment. In C.
S. Lidz (Ed.), Dynamic Assessment: An Interactional Approach to Evaluating Learning
Potential (116-140). New York: The Guilford Press.
Mintzes, J. J., & Wandersee, J. H. (1998a). Reform and innovation in science teaching:
a human constructivist view. In J. J. Mintzes, J. H. Wandersee & J. D. Novak (Eds.), Teaching
Science for Understanding – A human constructivist view. New York: Academic Press.
Mintzes, J. J., & Wandersee, J. H. (1998b). Research in science teaching and learning: a
human constructivist view. In J. J. Mintzes, J. H. Wandersee & J. D. Novak (Eds.), Teaching
Science for Understanding – A human constructivist view. New York: Academic Press.
Mintzes, J., Wandersee, J. & Novak, J. (Eds.), (1998). Teaching science for
understanding: a human constructivist view. San Diego: Academic Press.
Moats, L. C. (1994). Strategy assessment in perspective. In G. R. Lyon (Ed.), Frames of
Reference for the Assessment of Learning Disabilities (pp. 607-614). London: Paul H. Brookes
Publishing Co.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
353
Monk, M., & Dillon, J. (2000). The nature of scientific knowledge. In M. Monk & J.
Osborne (Eds.),Good Practice in Science Teaching, 72-87.Buckingham: Open University Press.
Morgado, L. (1997). Construtivismo, aprendizagem operatória e diversificação
curricular: pistas para um debate. Revista Portuguesa de Psicologia, 32, 7-19.
Newton, D. P., & Newton, L. D. (1992). Young children’s perceptions of science and
the scientist. International Journal of Science Education, 14 (3), 331- 348.
Newton, D. P., & Newton, L. D. (1997). Teachers’ conceptions of understanding
historical and scientific events. British Journal of educational Psychology, 67, 513-527.
Nisbet, J., & Schucksmith, J. (1986), Learning Strategies, London: Routledge.
Novak, J. (1988). Learning science and the science of learning. Studies in Science
Education, 15, 77-101.
Novak, J. D. (1998). The pursuit of a dream: education can be improved. In J. Mintzes,
J. Wandersee & J. Novak (Eds.), Teaching science for understanding: a human constructivist
view. San Diego: Academic Press.
O’Donohue, W. & Kitchener, R.F. (Eds.), (1996). The Philosophy of Psychology.
London: Sage Publications.
Olson, D. R. (1988). On the origins of beliefs and other intentional states in children. In
J. Astington, P. Harris & D. Olson (Eds.), Developing Theories of Mind (pp. 414-426).
Cambridge: Cambridge University Press.
Olson, D. R., & Bruner, J. S. (1996). Folk psychology and folk pedagogy. In D. R.
Olson & N. Torrance (Eds), The Handbook of Education and Human Development (pp. 9-27).
Oxford: Blackwell Publishers.
Olson, D. R., & Torrance, N (Eds.) (1996). The Handbook of Education and Human
Development. Oxford: Blackwell Publishers.
Osborne, J. (2000). Science for citizenship. In M. Monk & J. Osborne (Eds.), Good
Practice in Science Teaching (pp. 225-240). Buckingham: Open University Press.
Pajares, M. (1992). Teachers' beliefs and educational research: cleanning up a messy
construct. Review of Educational Research, 62, 307-332.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
354
Palincsar, A. S., & Brown, A. L. (1989). Classroom dialogues to promote self-regulated
comprehension. In J. Brophy (Ed.), Advances in research on teaching (vol.1), 35-71. JAI Press
Inc.
Paris, S. & Ayres, L. (1994). Becoming Reflective Students and Teachers, Washington:
American Psychological Association.
Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to self-regulation and
learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning
and academic achievement. New York: Springer-Verlag.
Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: a
program to improve children's reading awareness and comprehension. Journal of Educational
Psychology, 76 (6), 1239-1252.
Patrick, H. (1997). Social self-regulation: exploring the relations between children’s
social relationships, academic self-regulation, and school performance. Educational
Psychologist, 32 (4), 209-220.
Pauli, L., Nathan, H., Droz, R., & Grize, J-B. (Org.) (1981). Inventarios de Jean Piaget.
Lisboa: Editorial Estampa. (tradução do original em francês, Inventaires Piagetiens.
Organisation de Coopération et de Développement Économiques, 1977).
Payne, B., & Manning, B. (1990). The effect of cognitive self-instructions on preservice
teacher’s anxiety about teaching. Contemporary Educational Psychology, 15, 261-267
Paz, E., & Riveiro, J. (1996). Las ideas previas: su teoría y su prática. Actas do II
congresso Galaico-Português de psicopedagogia. Braga: Universidade do Minho.
Peck, S. (1978). The road less travelled. London: Rider.
Perry, W. (1970). Forms of intellectual and ethical development in the college years: a
scheme. New York: Holt, Rinehart and Winston.
Pereira, A (1999). Guia prático de utilização do SPSS: análise de dados para ciências
sociais e psicologia. Lisboa: Edições Sílabo.
Pereira, M. A. M. (1995). Dislexia-Disortografia. Lisboa: Fundação Calouste
Gulbenkian.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
355
Perkins, D.N. (1993). Person-plus: a distributed view of thinking and learning. In G.
Salomon (Ed.), Distributed Cognitions: psychological and educational considerations (pp. 88110). Cambridge: Cambridge University Press.
Pestana, M. H., & Gageiro, J. N. (1998). Análise de dados para ciências sociais: a
complementaridade do SPSS. Lisboa: Edições Sílabo.
Phelan, A. M., & McLaughlin, H. J. (1995). Educational discourses, the nature of the
child, and the practice of new teachers. Journal of Teacher Education, 46 (3), 165-174.
Pinto, A.M. (2000). Burnout profissional em professores portugueses: representações
sociais, incidência e preditores. Tese de doutoramento em Psicologia da Educação. Lisboa:
Faculdade de Psicologia de Ciências da Educação da Universidade de Lisboa
Pintrich, P., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: the role of
motivational beliefs and classroom contextual factors in the process of conceptual change.
Review of Educational Research, 63 (2), 167-199.
Pintrich, P. & Schunk, D. (1996). Motivation in Education: theory, research and
applications. New Jersey: Prentice-Hall.
Pope, A. W., McHale, S. M., & Craighead, W. E. (1988). Self-esteem enhancement with
children and adolescents. New York: Pergamon Press.
Poplin, M. (1988a). Holistic/Constructivist principles of the teaching/learning process:
implications for the field of learning disabilities. Journal of Learning Disabilities, 21 (7), 401416.
Poplin, M. (1988b). The reductionistic fallacy in learning disabilities: replicating the
past by reducing the present. Journal of Learning Disabilities, 21 (7), 389-400.
Poplin, M. & Cousin, P. (Eds.). (1996). Alternative Views of Learning Disabilities.
Austin:Pro-Ed.
Pramling, I. (1988). Developing children's thinking about their own learning. British
Journal of Educational Psychology, 58, 266-278.
Pramling, I. (1996). Understanding and empowering the child as a learner. In D. R.
Olson & N. Torrance (Eds), The Handbook of Education and Human Development (pp. 565592). Oxford: Blackwell Publishers.
Przesmycki, H. (1991). Pédagogie Différenciée. Paris : Hachette Éducation.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
356
Przesmycki, H. (1994). La Pédagogie de Contrat. Paris : Hachette Éducation.
Pultorak, E. (1993). Facilitating reflective thought in novice teachers. Journal of
Teacher Education, 44 (4), 188-295.
Putnam, J., Markovchick, K., Jonhson, D., & Jonhson, R. (1996). Cooperative learning
and peer acceptance of students with learning disabilities. The Journal of Social Psychology,
136 (6), 741-752.
Qian, G. & Alvermann, D.
(1995).
Role of epistemological beliefs and learned
helplessness in secondary school students' learning science concepts from text.
Journal of
Educational Psychology, 87, 2, 282-292.
Quackenbush, R. (1988). Comparison and contrast between belief system theory and
cognitive theory. The Journal of Psychology, 123 (4), 315-328.
Ramsden, P., Masters, G., Stephanou, A., Walsh, E., Martin, E., Laurillard, D., &
Marton, F. (1993). Phenomenographic research and the measurement of understanding: an
investigation of students’ conceptions of speed, distance, and time. International Journal of
Educational Research, 19 (3), 301-316.
Raposo, N.V. (1983). Estudos de Psicopedagogia. Coimbra: Coimbra Editora, Lda.
Raposo, N. V. (1990). Conteúdos de psicologia na Formação de Professores. In Actas
do I Seminário: A componente de Psicologia na Formação de professores (pp.73-80). Évora:
Universidade de Évora.
Raposo, N.V. (1998). O sistema educativo português e a formação de psicólogos
escolares. Revista Portuguesa de Pedagogia, Ano XXXII, nº3, 5-23.
Rebelo, J. A. (1993). Dificuldades da Leitura e da Escrita em Alunos do Ensino
Básico. Rio Tinto: Ed. Asa.
Rebelo, J. A., Fonseca, A. C., Simões, A & Ferreira, J. A. (1995). Dificuldades de
aprendizagem: elementos para a caracterização do problema. Revista Portuguesa de Pedagogia,
XXIX, (3), 35-54.
Rebelo, J. A., Simões, A., Fonseca, A. C., & Ferreira, J. A. (1995). Intervenção escolar
em dificuldades de aprendizagem. Revista Portuguesa de Pedagogia, XXIX, (3), 119-133.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
357
Redish, E., Steinberg, R., & Saul, J. (1996). The distribution and change of student
expectations in introductory physics. Poster presented at The International Conference on
Undergraduate Psysics Education, College Park, University of Maryland.
Rego, I. M. (1999). Teachers’ Educational Beliefs. Tese de Doutoramento em
Psicologia da Educação. Ponta Delgada: Universidade dos Açores.
Reid, D. K. (1988). Learning and learning to learn. In D.K. Reid (Ed.), Teaching the
Learning Disabled: a cognitive developmental approach. Boston: Allyn and Bacon, Inc.
Reid, D. K. (1993). Learning disorders and the flavors of cognitive science. In L.
Meltzer (Ed.), Strategy Assessment and Instruction for Students with Learning Disabilities.
Austin, Texas: Pro-Ed.
Reid, D. K. (1996a). Learning disorders: theoretical and research perspectives. In D. K.
Reid, W. P. Hresko & H. L. Swanson (Eds.), Cognitive Approaches to learning Disabilities (3rd
ed.) (pp. 213-247). Austin: Pro-Ed.
Reid, D. K. & Button, L. (1996). Anna’s Story: narratives of personal experience about
being labeled learning disabled. In M. S. Poplin & P. T. Cousin (Eds.), Alternative Views of
Learning Disabilities. Austin: Pro-Ed.
Reid, D. K., Hresko, W. P., & Swanson, H. L. (Eds). (1996). Cognitive Approches to
Learning Disabilities. Austin: Pro-Ed.
Reid, D. K., & Leamon, M. M. (1996). The cognitive curriculum. In D. K. Reid, W. P.
Hresko & H. L. Swanson (Eds.), Cognitive Approaches to learning Disabilities (3rd ed.) (pp.
401-431). Austin: Pro-Ed.
Reid, R. (1996b). Research in self-monitoring with students with learning disabilities:
the present, the prospects, the pitfalls. Journal of Learning Disabilities, 29 (3), 317-331.
Reif, F., & Larkin, J. (1991). Cognition in scientific and everyday domains: comparison
and learning implications. Journal of Research in Science Teaching, 28 (9), 733-760.
Reis, S., Neu, T., & McGuire, J. (1997). Case studies of high-ability students with
learning disabilities who have achieved. Exceptional Children, 63 (4), 463-479.
Richardson, V.; Anders, P.; Tidwell, D.; Lloyd, C. (1991). The Relationship Between
Teachers’ Beliefs and practices in reading Comprehension Instruction. American Educational
Research Journal, 28 (3), p. 559-586.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
358
Rodrigues, M. L., Duarte, J., & Gravito, A. P. (2000). Os portugueses perante a ciência.
In M. E. Gonçalves (Org.), Cultura Científica e Participação Pública, 33-39. Oeiras: Celta
Editora.
Rodrigues, V. (1997). Perspectivas de sobredotação. In Actas do VI Seminário: A
componente de Psicologia na Formação de Professores (p.193-218). Évora: Universidade de
Évora.
Rohrkemper, M. M. (1989). Self-regulated learning and academic achievement: a
vygotskian view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and
academic achievement: theory, research and practice. London: Springer-Verlag.
Rothschild, M. (1994). A rational perspective on the problems of students. In M. E.
Bernard & R. DiGiuseppe (Eds.), Rational-Emotive Consultation in Applied Settings (pp. 149186). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Ryan, M. (1984). Monitoring text comprehension. Journal of Educational Psychology,
76, 2, 248-258.
Ryden, M. (1997). Dyslexia: How would I cope? (3rd ed.). London: Jessica Kingsley
Publishers.
Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students’ images of
science. Journal of Research in Science Teaching, 36 (2), 201-219.
Sá, I. (1997). O desenvolvimento das percepções de competência, de controlo e da
auto-regulação autónoma. Implicações na motivação para a aprendizagem. Dissertação de
Doutoramento. Lisboa: Faculdade de Psicologia e de Ciências da Educação.
Sá, R. P. (1999, 7 de Setembro). A origem da lisdexia. Público, p. 35.
Sanches, I. R. (1995). Professores de Educação Especial: da formação às práticas
educativas. Porto: Porto Editora.
Santiago, R. A. (1996). A escola representada pelos alunos, pais e professores. Aveiro:
Universidade de Aveiro.
Santos, O. (1988). O Português na Escola, Hoje. Lisboa: Ed. Caminho.
Santos, S., & Gonçalves, O. (1988). Construção de metáforas e formação psicológica de
professores. Revista Portuguesa de Educação, 1 (1), 63-77.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
359
Scardamalia, M., & Bereiter, C. (1985). Foresting the develpment of self-regulation in
children’s knowledge processing. In S. Chipman, J. Segal & R. Glaser (Eds.), Thinking and
Learning Skills. New Jersey: Lawrence Erlbaum Associates, Publishers.
Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M.
C.Wittrock (Ed.), Handbook of research on teaching (3rd. ed.). New York: MacMillan
Publishing Company.
Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective
processes in written composition. Cognitive Science, 8, 173-190.
Schommer, M.
(1990).
Effects of beliefs about the nature of knowledge on
comprehension. Journal of Educational Psychology, 82, 3, 498-504.
Schommer, M.
(1993).
Epistemological development and academic performance
among secondary students. Journal of Educational Psychology, 85, 3, 406-411.
Schommer, M. (1994a). An emerging conceptualization of epistemological beliefs and
their role in learning. In R. Garner & P.A. Alexander (Eds.), Beliefs about text and instruction
with text, 25-40. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schommer, M. (1994b). Synthesizing epistemological belief research: tentative
understandings and provocative confusions. Educational Psychology Review, 6, 4, 293-319.
Schommer, M., Calvert, C., Gariclietti, G. & Bajaj, A. (1997). The development of
epistemological beliefs among secondary students: a longitudinal study. Journal of Educational
Psychology, 89, 1, 37-40.
Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and
mathematical text comprehension: believing it is simple does not make it so. Journal of
Educational Psychology, 84, 4, 435-443.
Schommer, M. & Dunnell, P. (1994). A comparison of epistemological beliefs between
gifted and non-gifted high school students. Roeper Review, 16, 207-210.
Schommer, M., & Dunnell, P. (1997). Epistemological beliefs of gifted high School
students. Roeper Review, 19 (3), 153-156.
Schommer, M. & Surber, J. (1986). Comprehension-monitoring failure in skilled adult
readers. Journal of Educational Psychology, 78, 5, 353-357.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
360
Schommer, M. & Walker, K. (1995). Are epistemological beliefs similar across
domains? Journal of Educational Psychology, 87, 3, 424-432.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology
Review, 7 (4), 351-371.
Schunk, D. H. (1989a). Self-efficacy and cognitive skill learning. In C. Ames & R.
Ames (Eds.), Research on motivation in education. San Diego: Academic Press.
Schunk, D. & Zimmerman, B. (Eds.) (1994).
Self-regulation of Learning and
Performance. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Shaywitz, B. A., & Shaywitz, S. E. (1994). Measuring and analysing change. In G. R.
Lyon (Ed.), Frames of Reference for the Assessment of Learning Disabilities (pp. 59-68).
London: Paul H. Brookes Publishing Co..
Shell, D., Colvin, C. & Bruning, R. (1995). Self-efficacy, attribution, and outcome
expectancy mechanisms in reading and writing achievement: grade-level and achievement-level
differences. Journal of Educational Psychology, 87 (3), 386-398.
Shook, S.; Marrion, L.; Ollila, L. (1989). Primary Children’s Concepts About Writing.
The Journal of Educational Research, 82, 133-139.
Shotter, J. (1995). In dialogue: social constructionism and radical constructivism. In L.
P. Steffe & J. Gale (Eds.), Constructivism In Education. New Jersey: Lawrence Erlbaum
Associates, Publishers.
Silva, A. L. & Gonçalves, D.M. (1997). Breves notas sobre perspectivas actuais de
investigação e de avaliação psicológica nas dificuldades de aprendizagem. Comunicação
presente no VII Colóquio Nacional da AIPELF/AFIRSE, Universidade de Lisboa.
Simões, A., Rebelo, J., Ferreira, J. & Fonseca, A. (1995). Prevalência e caracterização
das dificuldades de aprendizagem no ensino básico. Revista Portuguesa de Pedagogia, XXIX,
(3), 69-84.
Simões, M. R. (1996). Avaliação neuropsicológica das dificuldades de aprendizagem.
Revista Portuguesa de Pedagogia, XXX, (2), 263-312.
Simon, S. (2000). Students’ attitudes towards science. In M. Monk & J. Osborne (Eds.),
Good Practice in Science Teaching ,104-119. Buckingham: Open University Press.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
361
Simons, P. (1996). Metacognition. In E. DeCorte & F. Weinert (Eds.) International
Encyclopedia of Developmental and Instructional Psychology, 436-441, New York: Pergamon.
Smith, C. R. (1994). Learning Disabilities: The interaction of learner, task, and setting
(3rd. ed.). Boston: Allyn & Bacon.
Solomon, J., Duveen, J., & Scott, L. (1994). Pupils’ images of scientific epistemology.
International Journal of Science Education, 16 (3), 361-373.
Songer, N, & Linn, M. (1991). How do students’ views of science influence knowledge
integration?. Journal of Research in Science Teaching, 28 (9), 761-784.
Sousa, C. (1998). Desenvolvimento cognitivo e aprendizagem: implicações no modelo
de activação do desenvolvimento psicológico. In L.S. Almeida e J. Tavares (org.) Conhecer,
Aprender, Avaliar. Porto: Porto Editora.
Stahly, L.; Krockover, G.; Shepardson, D. (1999). Third Grade Students’ Ideas about
the Lunar Phases. Journal of Research in Science Teaching, 36 (2), 159-177.
Stanovich, K. (1989). Implicit philosophies of mind: the dualism scale and its relation to
religiosity and belief in extrasensory perception. The Journal of Psychology, 123 (1), 5-23.
Stanovich, K. (1993). Dysrationalia: a new specific learning disability. Journal of
Learning Disabilities, 26 (8), 501-515.
Stanovich, K., & Stanovich, P. (1996). Rethinking the concept of learning disabilities:
the demise of aptitude/achievement discrepancy. In D. R. Olson & N. Torrance (Eds), The
Handbook of Education and Human Development (pp. 117-147). Oxford: Blackwell Publishers.
Sternberg, R. (1986). Implicit theories of intelligence, creativity, and wisdom. Journal
of Personality and Social Psychology, 49, 607-27.
Stevenson, R., & Palmer, J. (1994). Learning Principles,Processes and Practices. New
York: Cassel.
Stone, C. A., & Reid, K. (1994). Social and individual forces in learning: implications
for instruction of children with learning difficulties. Learning Disability Quarterly, 17, 73-87.
Swanson, H. L. (1990). Instruction derived from the strategy deficit model: overview of
principles and procedures. In T. Scruggs & B. Wong (Eds), Intervention Research in Learning
Disabilities. New York: Springer-Verlag.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
362
Swanson, H. L. (1996). Assessment practices. In D. K. Reid; W. P. Hresko & H. L.
Swanson (Eds), Cognitive Approches to Learning Disabilities. Austin: Pro-Ed.
Tavares, J., & Alarcão, I. (1989). Psicologia do Desenvolvimento e da Aprendizagem.
Coimbra: Livraria Almedina.
Taylor, A.S. (2000). The UN Convention on the rights of the child: given children a
voice. In A. Lewis & G. Lindsay (Eds.), Researching Children´s Perspectives. (pp.21-33)
Buckingham: Open University Press.
Thomas, M. (2000). Albert Einstein and LD: an evaluation of the evidence. Journal of
Learning Disabilities, 33 (2), 149-157.
Thomas, S. (1993). Rethinking assessment: teachers and students helping each other
through the "sharp curves of life". Learning Disability Quarterly, 16, 257-279.
Trindade, V. M. (1996). Estudo da atitude científica dos professores. Lisboa: Instituto
de Inovação Educacional.
Tynjälä, P. (1997). Developing education students' conceptions of the learning process
in different learning environments. Learning and Instruction, 7 (3), 277-292.
Vasco, A. B. (2001). Tendências ecléticas nos psicoterapeutas portugueses:
comparações com um estudo anterior. Psicologia, XV (2), 289-298.
Vasco, A. B., Silva, F., & Chambel, J. (2001). Visões do mundo do terapeuta e do
cliente: impactes na aliança terapêutica. Psicologia, XV (2), 299-308.
Ventura, P., & Monteiro, M.B. (1997). Sentenças dos pais, escolas para os filhos: das
ideias à prática. In M. B. Monteiro & P. Castro (Orgs.), Cada cabeça sua sentença: ideias dos
adultos sobre as crianças. Oeiras: Celta Editora.
Vernon, A. (1994). Rational-emotive consultation: a model for implementing rationalemotive education. In M. E. Bernard & R. DiGiuseppe (Eds.), Rational-Emotive Consultation in
Applied Settings (pp. 129-148). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Vigotsky, L. S. (1978). Mind and Society. Cambridge: Harvard University Press.
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change.
Learning and Instruction, 4, 45-69.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
363
Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in
learning and instruction. Learning and Instruction, 6 (2), 95-109.
Vosniadou, S., & Brewer, W. (1992). Mental models of the earth: a study of conceptual
change in childhood. Cognitive Psychology, 24, 535-585.
Vosniadou, S., & Brewer, W. (1994). Mental models of the day/night cycle. Cognitive
Science, 18, 123-183.
Weinstein, C. E. (1988). Assessment and training of student learning strategies. In R.
R. Schmeck (Ed.), Learning strategies and learning styles. New York: Plenum Press.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C.
Wittrock (Ed.), Handbook of Research on Teaching. New York: MacMillan.
Weinstein, C., & Shell, D. (1997). Innate ability verus acquired ability: a student
dilemma. Innovation Abstracts, 17 (3).
Weinstein, C. & Stone, V. (1996). Learning strategies and learning to learn. In E.
DeCorte & F. Weinert (Eds.) International Encyclopedia of Developmental and Instructional
Psychology. (pp. 419-423). New York : Pergamon.
Welford, G., Osborne, J., & Scott, P. (Eds.) (1996). Research in Science Education in
Europe: current issues and themes. London: The Falmer Press.
Wertsch, J. V., & Penuel, W. R. (1996). The individual-society antinomy revisited:
productive tensions in theories of human development, communication, and education. In D. R.
Olson & N. Torrance (Eds), The Handbook of Education and Human Development (pp. 415433). Oxford: Blackwell Publishers.
West, T. G. (1996). A future of reversals: dyslexic talents in a world of computer
visualization. In M. S. Poplin & P. T. Cousin (Eds.), Alternative Views of Learning Disabilities
(pp. 121-133). Austin: Pro-Ed.
Whitman, T. L. (1990). Self-regulation and mental retardation. American Journal on
Mental Retardation, 94 (4), 347-362.
Wilde, J. (1992). Rational Counseling with School-aged populations: a practical guide.
Bristol: Accelerated Development.
Wilkinson, W., & Migotsky, C. (1993). A factor analytic study of epistemological style
inventories. The Journal of Psychology, 128 (5), 499-516.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
IV. Referências
364
Winne, P., & Butler, D. (1996). Student cognitive processing and learning. In E.
DeCorte & F. Weinert (Eds.), International Encyclopedia of Developmental and Instructional
Psychology, 471-478. New York : Pergamon Press.
Wittrock, M. (1986). Students' thought processes. In M. Wittrock (Ed.), Handbook of
Research on Teaching. (3rd ed.). New York: MacMilan.
Wood-Robinson, C. (1991). Young People’s Ideas About Inheritance and Evolution.
Studies in Science Education, 24, p. 29-47.
Woolfolk, A. E. (1998). Educational Psychology (7th ed.). Boston: Allyn and Bacon.
Wong, B. Y. (1985). Metacognition and learning disabilities. In D. Forrest-Pressley, G.
MacKinnon & T. Waller (Eds.), Metacognition, Cognition and Human Performance (Vol. 2)
London: Academic Press.
Wong, B. Y. (1986). Metacognition and special education: a review of a view. The
Journal of Special Education, 20 (1).
Zeidler, D., & Lederman, N. (1989). The effect of teachers’ language on students’
conceptions of the nature of science. Journal of Research in Science Teaching, 26 (9), 771-783.
Zelan, K. (1991). The Risks of Knowing: developmental impediments to school learning.
New York: Plenum Press.
Zimmerman, B,J, (1989a).
Models of self-regulated learning and academic
achievement. In B.J. Zimmerman e D.H. Shunck (Eds.), Self-regulated learning and academic
achievement: theory, research and practice. London: Springer-Verlag.
Zimmerman, B.J. (1989b). A social cognitive view of self-regulated academic learning.
Journal of Educational Psychology, 81 (3), 329-339.
Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic
achievement: theory, research and practice. London: Springer-Verlag.
Concepções Científicas e Concepções Pessoais sobre o Conhecimento e Dif. de Aprendizagem –
Mª Dulce Miguens Gonçalves
Download

IV. REFERÊNCIAS