Química, educación ambiental y vida cotidianael ozono troposférico

Referencias bibliográficas

• ALI, I.M. (1991). How do English pupils understand pollution? Environmental Education and Information, 10, pp. 203-220.
• ATKINSON, R. (1994). Kinetics and mechanisms of the gasphase reactions of the hydroxil radical with organic compound. Journal of Physical Chemistry Ref. Data, Monograph 2.
• BAIRD, C. (2001). Química ambiental. Barcelona: Reverté.
• BISANTI, L. (1995). Urban air pollution and mortality: a review. Epidemology Prevention, 19, pp. 13-21.
• BORSESE, A. (1997). Il linguaggio nell’insegnamento scientifico con particolare riferimento alla chimica. Orientamenti Pedagogici, 44, pp. 173-185.
• BORSESE, A., FABIANO, M., GALLOTTI, A.M., ORGERA, R., SERLUCA, S. y WURTZ, M. (1999). Comunicación social de la ciencia: problemas y propuestas. Actas del I Congreso sobre Comunicación Social de la Ciencia, pp. 90-95. Granada.
• BORSESE, A., FIORENTINI, C. y ORGERA, R. (1998). Educazione Ambientale e conoscenze scientifiche di base. Scuola e Città, 2, pp. 62-69.
• BORSESE, A. y PARODI, M. (1999). La comunicación del riesgo ambiental. Actas del I Congreso sobre Comunicación Social de la Ciencia, pp. 83-89. Granada
• BOYES, E. y STANISSTREET, M. (1992). Students’ perceptions of global warming. International Journal of Environment Studies, 42, pp. 287-300.
• BOYES, E. y STANISSTREET, M. (1993). The «Greenhouse Effect»: children perceptions of causes, consequences and cures. International Journal of Science Education, 15(10), pp. 531-552.
• BOYES, E., CJAMBERS, W. y STANISSTREET, M. (1995). Trainee primary teachers’ ideas about ozone layer. Environmental Education Research, 1(2), pp. 133-145.
• CANN, M.C. y DICKNEIDER, T.A. (2004). Infusing the Che-mistry curriculum with Green Chemistry using real-world examples, web modules and atom economy in Organic Chemistry courses. Journal of Chemical Education, 81(7), pp. 977-980.
• DOVE, J. (1996), Student Teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research, 2(1), pp. 89-100.
• EIJKELHOF, H.M. y MILLAR, R. (1988). Reading about Chernobyl: the public understanding of radiation and radioactivity. School Science Review, 70, pp. 34-51.
• GIARDELLA, D., BORSESE, A., CONIO, O., PALUMBO, F. y RIGANTI, V. (2003). The perception of drinking water quality: en experience of commodity education. Journal of Commodity Science, 42(I), pp. 25-41.
• GÓMEZ-GRANELL, C. y CERVERA-MARCH, S. (1993). Development of conceptual knowledge and attitudes about energy and the environment. International Journal of Science Education, 15, pp. 553-565.
• JEFFRIES, H., STANISSTREET, M. y BOYES, E. (2001). Knowledge about the «Greenhouse Effect»: have college students improved? Research in Science and Technological Education, 19(2), pp. 205-221.
• JIMÉNEZ, M.R., SÁNCHEZ, M.A. y DE MANUEL, E. (2001). Aprender química de la vida cotidiana más allá de lo anecdótico. Alambique, 28, pp. 53-62.
• LEUNG, S.H. y ÁNGEL, S.A (2004). Solvent-free Wittig reaction: A green Organic Chemistry laboratory experiment. Journal of Chemical Education, 81(10), pp. 1492-1493.
• MANAHAN, S.E. (1993). Fundamentals of Environmental Chemistry. Boca Raton, etc.: Lewis Publishers.
• MILFORD, J. , RUSSELL, A.G. y McRAE, G.J. (1989). A new approach to photochemical airborne toxics, polycyclic aromatic hydrocarbons and particles. Environmental Science and Technology, 23, pp. 1290-1301.
• MILLER, G.T. (2002). Introducción a la ciencia ambiental. Madrid: Thompson.
• PHILLIPS, D. (2000). L’ozono: protettore o inquinante. La Chimica nella Scuola, 3, pp. 92-98.
• PRELLE, S. y SOLOMON, J. (1996). Young People’s «General Approach» to Environmental Issues in England and Germany. Compare, 1, pp. 91-101.
• SILLMAN, S. (1999). The relation between ozone, NOx and hydrocarbons in urban and polluted rural environments. Atmospheric Environment, 33, pp. 1821-1845.
• SOLSONA, N. (2003). La cocina, el laboratorio de la vida cotidiana, en Pinto, G. (ed.). Didáctica de la química y vida cotidiana, pp. 57-66. Sección de Publicaciones de la ETS de Ingenieros Industriales. UPM. Madrid.
• SOUCHON, C. y ZAKA, Y. (1994). Towards a Real Education for the Environment. Dialogues for Environmental Education, 1, pp. 25-32.
• SPIRO, T.G. y STIGLIANI W.M. (2003). Química medioambiental. Madrid: Pearson Prentice Hall.
• TANG, X., ADRONICH, S., WALLINGTON, T. y CALAMARI, D. (1998). Changes in tropospheric composition and air quality. Journal of Photochemistry and Photobiology, 46, pp. 83-95.
• WYNNE, B. (1992). Public understanding of science research: New horizons or hall of mirrors. Public Understanding of Science, 1, pp. 37-44.