Referencias

 Bers, M.U., (2018). Coding as a playground: Programming and computational thinking in the early

childhood classroom. New York, NY: Routledge press.

• Bybee, R. W. (2013). The case for STEM education: challenges and opportunities. Arlington, VA: NSTA

• Chalufour, I. & Worth, K. ( 2004). Building Structures with Young Children (Young Scientist)

• Dorsey. R, Park C.H, Howard A.M. (2013) Developing the Capabilities of Blind and Visually Impaired

Youth to Build and Program Robots. Annual Int. Technology and Persons with Disabilities

Conference, San Diego, CA,.

• Eguchi,A. (2014) Robotics as a Learning Tool for Educational Transformation.Proceedings of 4th

International Workshop Teaching Robotics, Teaching with Robotics & 5th International Conference

Robotics in Education

• EU (2015). SCIENCE EDUCATION for Responsible Citizenship. Informe de la Unión Europea. At http://

ec.europa.eu/research/swafs/pdf/pub_science_education/KI-NA-26-893-EN-N.pdf

• Fleer, M. & Pramling, N., (2015). A cultural-Historical Study of Children learning Science, Cultural

Studies of Science Education. Dordrecht: Springer.

• Fleer, M. (2009). Supporting scientifi c conceptual consciousness or learning in ‘a Roundabout way’ in

play-based contexts. International Journal of Science Education, 31(8), 1069-1089.

• Fleer, M., Gomes, J., & March, S. (2014). Science learning aff ordances in preschool environments.

Australian Journal of Early Childhood, 39(1), 38-48.

• Gresnigt, R., Taconis, R., Van Keulen, H., Gravemeijer, K. & Baartman, l. (2014) Promoting science

and technology in primary education: a review of integrated curricula. Studies in Science Education,

50:1, 47-84,

• Harlen, W. (Ed.). (2010). Principles and Big Ideas of Science Education. Retrieved from http://www.

ase.org.uk/documents/principles-and-big-ideas-of-science-education

• Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K–12 education:

Status, prospects, and an agenda for research. Washington, DC: National Academies Press.

doi:10.17226/18612