REFERENCIAS

1. Abraham, T. H. (2003). Integrating mind and brain: Warren S. McCulloch,

cerebral localization, and experimental epistemology. Endeavour, 27(1), 32–
36. doi:10.1016/s0160-9327(03)00017-6
2. Adler, S. M. (2011). Teacher epistemology and collective narratives: Interrogating
teaching and diversity. Teaching and Teacher Education, 27(3), 609–
618. doi:10.1016/j.tate.2010.10.015
3. Avram, F. (2015). Education Epistemology – A Border Subject in the Context of New
Social Sciences. Procedia - Social and Behavioral Sciences, 203, 276–
279. doi:10.1016/j.sbspro.2015.08.294
4. Barger, M. M., Perez, T., Canelas, D. A., & Linnenbrink-Garcia, L.
(2018). Constructivism and personal epistemology development in undergraduate
chemistry students. Learning and Individual Differences, 63, 89–
101. doi:10.1016/j.lindif.2018.03.006
5. Billett, S. (2009). Personal epistemologies, work and learning. Educational Research
Review, 4(3), 210–219. doi:10.1016/j.edurev.2009.06.001
6. Currie, A. (2018). Creativity, Conservativeness & the Social Epistemology of Science.
Studies in History and Philosophy of Science Part
A. doi:10.1016/j.shpsa.2018.11.001
7. Danneels, L., Viaene, S. y Van den Bergh, J. (2017). Plataformas de datos abiertos:
Discutir epistemologías de conocimiento alternativas. Información trimestral del
gobierno, 34 (3), 365–378. doi: 10.1016 / j.giq.2017.08.007
8. Hooker, C. (2013). Georg Simmel and naturalist interactivist epistemology of science.
Studies in History and Philosophy of Science Part A, 44(3), 311–
317. doi:10.1016/j.shpsa.2013.04.005
9. Kang, N.-H. (2008). Learning to teach science: Personal epistemologies, teaching goals,
and practices of teaching. Teaching and Teacher Education, 24(2), 478–
498. doi:10.1016/j.tate.2007.01.002
10. Lowe, D., Espinosa, A. y Yearworth, M. (2020). Reglas constitutivas para guiar el
uso del modelo de sistema viable: reflexiones sobre la práctica. Revista Europea de
Investigación Operativa. doi: 10.1016 / j.ejor.2020.05.030
11. Lunn Brownlee, J., Scholes, L., Walker, S. y Johansson, E. (2016). Educación de
valores críticos en los primeros años: alineación de las epistemologías y prácticas
personales de los docentes para una ciudadanía activa. Enseñanza y formación docente,
59, 261–273. doi: 10.1016 / j.tate.2016.06.009
12. Methods, methodological challenges and lesson learned from
phenomenological study about OSCE experience: Overview of paradigmdriven
qualitative approach in medical education. Annals of Medicine and Surgery. 49,
19-23. doi.org/10.1016/j.amsu.2019.11.013
13. Murphy, P. (2017). Investigación de diseño: epistemología estética y conocimiento
explicativo. She Ji: The Journal of Design, Economics, and Innovation, 3 (2), 117–
132. doi: 10.1016 / j.sheji.2017.09.002
14. Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist
epistemology: A review of learning outcomes studies. Educational Research Review, 22,
114–128. doi:10.1016/j.edurev.2017.08.001
15. Rayner, S. (2011). Researching style: Epistemology, paradigm shifts and research
interest groups. Learning and Individual Differences, 21(3), 255–
262. doi:10.1016/j.lindif.2010.11.020
16. Slijepcevic, P. (2018). Evolutionary epistemology: Reviewing and reviving with
new data the research programme for distributed biological intelligence.
Biosystems, 163, 23–35. doi:10.1016/j.biosystems.2017.11.008
17. Smoliar, S. W. (1988). Epistemology and cognition. Artificial Intelligence, 34(2), 251–
264. doi:10.1016/0004-3702(88)90041-0