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Jordi Domènech-Casal. (2019). Packaging, S.L. Un proyecto STEAM sobre Volumen, Área y Diseño. UNO. Revista de Didáctica de Las Matemáticas, 85(53–59).
Caterina Solé, Maria Isabel Hernández, & Márquez Bargalló, C. (2019). El cicle de modelització com a eina d’anàlisi d’una unitat didàctica sobre energia. Didacticae, (5). https://doi.org/10.1344/did.2019.5.43-56
Isabel Pau-Custodio, C. Bruguière, & Márquez Bargalló, C. (2019). Les romans de fiction réaliste comme source de problématisation socio-scientifique : analyse d’un dispositif de lecture dans un cadre interdisciplinaire. Recherches En Didactiques Des Sciences et Des Tecnologies, 19, 21–47.
Roser Nebot, & Márquez Bargalló, C. (2019). El modelo cinético-corpuscular y las prácticas científicas: una propuesta basada en la dilatación térmica. Ápice. Revista de Educación Científica, 3 (2), 21–35. https://doi.org/https://doi.org/10.17979/arec.2019.3.2.4625
Montserrat Pedreira, & Márquez Bargalló, C. (2019). Pedreira, M.; Márquez, C. (2019). Exprerience, Explicitation, Evolution,: Processes of learning ina free-choice science museum activity for childrenup to 6 years of age. Journal of Emergent Science (JES), 17, 19–31. Retrieved from https://ddd.uab.cat/record/210961
Isabel Pau-Custodio, C. Bruguière, & Márquez Bargalló, C. (2019). Lire et discuter. Un extrait de roman réaliste en classe de SVT. Construir des savoirs sur la validité des faites saillants en sciences. Spirale. Revue de Recherches En Éducation, 64, 85–97.
Garcia-Lladó, A. (2019). El repte d’aprendre i ensenyar forces. Ciències. Revista Del Professorat de Ciències d’Infantil, Primaria i Secundària, 37, 19–26. https://doi.org/10.5565/rev/locus.198
Soto, M., Couso, D., & López Simó, V. (2019). Una propuesta de enseñanza-aprendizaje centrada en el análisis del camino de la energía “paso a paso.” Revista Eureka Enseñanza y Divulgación de Las Ciencias, 16 (1), 1202. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2019.v16.i1.1202
Pipitone, C., Guitart, J., Agudelo, C., & Garcia-Lladó, A. (2019). Favoreciendo el cambio emocional positivo hacia las ciencias en la formación inicial del profesorado. Ápice. Revista de Educación Científica, 3 (1), 41–54. https://doi.org/10.17979/arec.2019.3.1.4608
Pau Custodio, I. (2019). La lecture d’un roman de fiction réaliste selon un point de vue socio-scientifique: analyse didactique d’un dispositif interdisciplinaire. Recherches En Didactique Des Sciences et Des Technologies.
Domènech-Casal, J. (2018). Aprendizaje Basado en Proyectos en el marco STEM. Componentes didácticas para la Competencia Científica. Ápice. Revista de Educación Científica, 2(2), 29–42. https://doi.org/10.17979/arec.2018.2.2.4524
Ruiz Ortega, F. J., Márquez Bargalló, C., Badillo, E., & Rodas Rodríguez, J. M. (2018). Desarrollo de la mirada profesional sobre la argumentación científica en el aula de secundaria. Revista Complutense de Educación, 29(2), 559–576. https://doi.org/10.5209/RCED.53452
Ferrés Gurt, C., & Marbà Tallada, A. (2018). Problems students experience with inquiry processes in the study of enzyme kinetics. Journal of Biological Education, 52(1), 113–120. https://doi.org/10.1080/00219266.2017.1285801
Jordi Domènech-Casal. (2018). Aprendizaje basado en proyectos, trabajos prácticos y controversias: 28 propuestas y reflexiones para enseñar Ciencias. Barcelona: Octaedro.
Domènech-Casal, J., Couso-Lagarón, D., Pérez-Torres, M., & Márquez Bargalló, C. (2018). Propósito, Contexto y Contenido. Notas para el Aprendizaje Basado en Proyectos en Ciencias. Patio Ensino Medio.
Víctor López, & Jordi Domènech-Casal. (2018). Jogos e gamificação em aulas de ciências: ¿Uma oportunidade de fazer melhor aula ou fazer melhor ciência? Revista ReLus. Retrieved from https://www.researchgate.net/publication/327423995_Juegos_y_gamificacion_en_las_clases_de_ciencia_una_oportunidad_para_hacer_mejor_clase_o_para_hacer_mejor_ciencia
Jordi Domènech-Casal, Laura Espasa, & Clara Mestres. (2018). Poner orden en la biodiversidad. Clasificar para comprender. Alambique. Didáctica de Las Ciencias Experimentales, 94, 13–19. Retrieved from https://www.grao.com/es/producto/poner-orden-en-la-biodiversidad-al09494424
Domènech-Casal, J. (2018). Treball per projectes i competència científica: una proposta metodològica per al disseny de projectes d’indagació. Perspectiva Escolar, 398, 41–44. Retrieved from https://www.researchgate.net/publication/325284119_Treball_per_projectes_i_competencia_cientifica_una_proposta_metodologica_per_al_disseny_de_Projectes_d%27Indagacio
Domènech-Casal, J. (2018). Concepciones de alumnado de secundaria sobre energía . Una experiencia de aprendizaje basado en proyectos con globos aerostáticos. Enseñanza de Las Ciencias, 36, 191–213. https://doi.org/10.5565/rev/ensciencias.2462
Domènech-Casal, J., Gasco, J., Royo, P., & Vilches, S. (2018). Proyecto CRASH: enseñando cinemática y dinámica en el contexto del análisis pericial de accidentes. Revista Eureka sobre enseñanza y divulgación de las ciencias., 15(2), 1–17. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2103
Domènech-Casal, J. (2018). Comprender, Decidir y Actuar: una propuesta-marco de Competencia Científica para la Ciudadanía. Revista Eureka sobre enseñanza y divulgación de las ciencias, 15(1), 1–12. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i1.1105