- Álvarez-Pérez, Héctor J. (2006). Los hallazgos de las neurociencias y su aplicabilidad a la sala de clases: teoría y práctica.
- Bruner, J. (2004). A short history of psychological theories of learning.
- Cole, M., & Wertsch, J. V. (XXXX). Beyond the individual-social antimony in discussions of Piaget and Vygotsky.
- Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late?
- Luria, A. R. (1976). Cognitive Development: Its Cultural and Social Foundations.
- Rodríguez-Arocho, W. C. (2000). El tema de la conciencia en la psicología de Vygotski y en la pedagogía de Freire: implicaciones para la educación.
- Rodríguez-Palmero, M. L. (2004). La teoría del aprendizaje significativo.
- Roth, W. M., & Lee, Y. L. (2007). Vygotsky’s neglected legacy: cultural-historical activity theory.
- Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions: a review of science teachers’ pedagogical content knowledge development.
MAPAS DE CONCEPTOS
- Novak, J. D., & Gowin, D. B. (1984). Aprendiendo a aprender. Cap. 2. Mapas conceptuales para el aprendizaje significativo.
- Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them.
- Tan, et al. (2017). Concept mapping as a tool to develop and measure student´s understanding in science
- Kinchin, et al. (2019). Uncovering types of knowledge in concept maps.
- Kim, et al. (2020). Exploration of middle school students´ ideas
- Chinofunga, et al.(2023). Concept maps as a resource to enhance teaching and learning of mathematics.