References

BARLIA, L. l. (2016). Patterns of Conceptual Change Process in Elementary School Students' Learning of Science. Journal Of Turkish Science Education (TUSED), 13(2), 49-60. doi:10.12973/tused.10167ª http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=eue&AN=116904741&lang=es&site=eds-live

Gotwals, A. W., & Alonzo, A. C. (2012). Learning Progressions in Science: Current Challenges and Future Directions. Rotterdam: Sense Publishers. http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=nlebk&AN=478114&lang=es&site=eds-live

Lindquist, B. w., & Loynachan, C. c. (2016). LEARNING SCIENCE IN A Second Language. Science & Children, 54(3), 47-51. http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=eue&AN=119126773&lang=es&site=eds-live

Türkmen, H. h., & Topkaç, D. D. (2015). Effects of Learning Cycle Model in Preschool Kids Learning of the Growth of Plant. Participatory Educational Research, 2(3), 32-42. doi:10.17275/per.15.31.2.3 http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=eue&AN=111952328&lang=es&site=eds-live