Referências

Nesta secção pode consultar referências de projectos e bibliografia relacionadas com a investigação sobre ambientes de aprendizagem activa para o ensino das ciências e temas relacionados.

Hacking, I. (1999). The Social Construction of What?. Harvard University Press.
Hannafin, M.; Land, Susan & Oliver, K. M. (1999). Open Learning Environments: Foundations, methods, and models. In Instructional-Design Theories and Models Vol. II. pp. 01-01-28.
Hattie, John & Yates, Gregory C. R. (2013). Visible Learning and the Science of How We Learn. Routledge.
Hauptmann, D. & Neidich, W. (2010). Cognitive Architecture: From Bio-politics to Noo-politics. 010 Publishers.
Hazzan, O.; Lapidot, T. & Ragonis, N. (2014). Active Learning and Active-Learning-Based Teaching Model. Guide to Teaching Computer Science
Heath, Shirley Brice & Street, Brian V. (2008). On ethnography. approaches to language and literacy research. Teachers College Pr.
Heitor, Teresa V. & da Silva, José M. R. Freire (2009). Portugal's Secondary School Modernisation Programme. CELE Exchange, Centre for Effective Learning Environments. Vol. 2009/06 OECD Publishing.
Hewett, Valarie Mercilliott (2001). Examining the Reggio Emilia Approach to Early Childhood Education. Early Childhood Education Journal Vol. 29 , No. 2, pp. 95-100.
Hodson, D. (2008). Towards scientific literacy. Sense Publishers.
Hofstein, Avi & Lunetta, Vincent N. (2003). The laboratory in science education: Foundations for the twenty-first century. Science Education Vol. 88 , No. 1, pp. 28-54.
Jewitt, Carey (2011). The Routledge Handbook of Multimodal Analysis.
Jonassen, David; JONASSEN, D. A. V. I. D. H. & Land, Susan (2014). Theoretical Foundations of Learning Environments. Routledge.
Kaptelinin, Victor & Nardi, Bonnie (2012). Activity Theory in HCI: Fundamentals and Reflections. Vol. 5 Morgan & Claypool Publishers.
Keith, Sawyer (2006). The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
Kelso, J. A. Scott (2008). An Essay on Understanding the Mind. Ecological Psychology Vol. 20 , No. 2, pp. 180-208.

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