Academic writing; Scientific laboratory practices; Writing Lab reports; Science teaching; Learning.cademic writing; Scientific laboratory practices; Writing Lab reports; Science teaching; Learning.

Anderson, G. J. (1973). The assessment of learning environments. Halifax, Nova Scotia: Atlantic Institute of Education.

Barquero, B., Schnotz, W., & Reuter, S. (2000). Adolescents’ and adults’ skills to visually communicate knowledge with graphics. Infancia y Aprendizaje, 23(90), 71–87. doi:10.1174/021037000760087973

Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science (Vol 356.). Madison: University of Wisconsin Press.

Berkenkotter, C., Huckin, T., & Ackerman, J. (1988). Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program. Research in the Teaching of English, 22(1), 9–44.

Blakeslee, A. M. (1997). Activity, Context, Interaction, and Authority: Learning to Write Scientific Papers In Situ. Journal of Business and Technical Communication, 11(2), 125–169. doi:10.1177/1050651997011002001

Carter, M. (2007). Ways of Knowing , and Doing , Writing Disciplines. College Composition and Communication, 58(3), 385–418.

Dannels, D. P. (2000). Learning to Be Professional. Journal of Business & Technical Communication, 14(1), 5. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2672541&site=ehost-live

Domin, D. S. (2007). Students’ Perceptions of When Conceptual Development Occurs during Laboratory Instruction. Chemistry Education Research and Practice 8 (2), 140–152.

Doran, P. (1995). Bioprocess engineering principles (2d ed.). Elsevier Science & Technology Books.

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287. doi:10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.3.CO;2-1

Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York, NY: Routledge.

Greenbowe, T. J., Poock, J. R., Burke, K. A., & Hand, B. M. (2007). Using the Science Writing Heuristic in the General Chemistry Laboratory To Improve Students’ Academic Performance. Journal of Chemical Education, 84(8), 1371–1379. doi:10.1021/ed084p1371

Groom, J., Sampson, V., & Golden, V. (2014). Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412-1433.

Hand, B., & Choi, A. (2010). Examining the impact of student use of multiple modal representations in constructing arguments in organic chemistry laboratory classes. Research in Science Education, 40(1), 29–44. doi:10.1007/s11165-009-9155-8

Hodson, D. (1993). Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education, 22(1), 85–142. doi:10.1080/03057269308560022

Hofstein, A. (2004). The laboratory in chemistry education: thirty years of experience with developments, implementation and evaluation. Chem. Educ. Res. Pract., 5(3), 247–264. doi:10.1039/B4RP90027H

Hofstein, A., & Lunetta, V. (1982). The Role of the Laboratory in Science Teaching : Neglected Aspects of Research. Review of Educational Research, 52(2), 201–217.

Hofstein, A., & Lunetta, V. N. (2004). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education, 88(1), 28–54. doi:10.1002/sce.10106

Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791–806. doi:10.1002/tea.20072

Hyland, K. (2000). Disciplinary Discourses: Social Interactions in Academic Writing. Ken Hyland. London: Longman.

Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge.

Hyland, K. (2009). Academic discourse: English in a global context. London, UK: Continuum.

Jiménez‐Aleixandre, M. P., Bugallo Rodríguez, A., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757–792.

Kalaskas, A. B. (2013). Science lab report writing in postsecondary education: Mediating teaching and learning strategies between students and instructors (Masters’ thesis). George Mason University.

Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments. Research in Science Education, 43(1), 317–345. doi:10.1007/s11165-011-9267-9

Kelly, G., Regev, J., & Prothero,W. (2008). Analysis of lines of reasoning in written argumentation. En: S. Erduran & M. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 137–157). Dordreht: Springer Academic Publishers.

Kirschner, P. A., & Meester, M. A. M. (1988). The laboratory in higher science education: Problems, premises and objectives. Higher Education, 17(1), 81–98. doi:10.1007/BF00130901

Krontiris-Litowitz, J. (2013). Using Primary Literature to Teach Science Literacy to Introductory Biology Students. Journal of Microbiology & Biology Education, 14(1), 66–77. doi:10.1128/jmbe.v14i1.538

Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science education, 77(3), 319–337.

Latour, B., & Woolgar, S. (1986). Laboratory life: the construction of scientific facts. Princeton: Princeton University Press.

Lazarowitz, R., & Tamir, P. (1994). Research on Using Laboratory Instruction in Science. In D. Gabel (Ed.), Handbook of Research in Science Teaching and Learning (pp. 94–128). New York: The Macmillan Publishing Company.

Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. Abell & N. Leaderman (Eds.), Handbook of research on science education (pp. 392–441). Mahwah, NJ: Lawrence Eralbaum.

Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 5(2), 96–107.

Moore, R. (1993). Does writing about science improve learning about science? Journal of College Science Teaching, 22(4), 212–217.

Moreno, E., Cuervo Patiño, C., Puerta Bula, C., & Cuellar Avila, A. (2016). Análisis crítico de literatura científica. Una experiencia de la Facultad de Ciencias de la Pontificia Universidad Javeriana. Voces y Silencios: Revista Latinoamericana de Educación, 7(2), 74–97. doi:10.1817/VYS.V7I2.292

Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553–576. doi:10.1080/095006999290570

Peacock, M. (2011). The structure of the methods section in research articles across eight disciplines. Asian ESP Journal, 7, 97–124

Anderson, G. J. (1973). The assessment of learning environments. Halifax, Nova Scotia: Atlantic Institute of Education.
Barquero, B., Schnotz, W., & Reuter, S. (2000). Adolescents’ and adults’ skills to visually communicate knowledge with graphics. Infancia y Aprendizaje, 23(90), 71–87. doi:10.1174/021037000760087973
Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science (Vol 356.). Madison: University of Wisconsin Press.
Berkenkotter, C., Huckin, T., & Ackerman, J. (1988). Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program. Research in the Teaching of English, 22(1), 9–44.
Blakeslee, A. M. (1997). Activity, Context, Interaction, and Authority: Learning to Write Scientific Papers In Situ. Journal of Business and Technical Communication, 11(2), 125–169. doi:10.1177/1050651997011002001
Carter, M. (2007). Ways of Knowing , and Doing , Writing Disciplines. College Composition and Communication, 58(3), 385–418.
Dannels, D. P. (2000). Learning to Be Professional. Journal of Business & Technical Communication, 14(1), 5. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2672541&site=ehost-live
Domin, D. S. (2007). Students’ Perceptions of When Conceptual Development Occurs during Laboratory Instruction. Chemistry Education Research and Practice 8 (2), 140–152.
Doran, P. (1995). Bioprocess engineering principles (2d ed.). Elsevier Science & Technology Books.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287. doi:10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.3.CO;2-1
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York, NY: Routledge.
Greenbowe, T. J., Poock, J. R., Burke, K. A., & Hand, B. M. (2007). Using the Science Writing Heuristic in the General Chemistry Laboratory To Improve Students’ Academic Performance. Journal of Chemical Education, 84(8), 1371–1379. doi:10.1021/ed084p1371
Groom, J., Sampson, V., & Golden, V. (2014). Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412-1433.
Hand, B., & Choi, A. (2010). Examining the impact of student use of multiple modal representations in constructing arguments in organic chemistry laboratory classes. Research in Science Education, 40(1), 29–44. doi:10.1007/s11165-009-9155-8
Hodson, D. (1993). Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education, 22(1), 85–142. doi:10.1080/03057269308560022
Hofstein, A. (2004). The laboratory in chemistry education: thirty years of experience with developments, implementation and evaluation. Chem. Educ. Res. Pract., 5(3), 247–264. doi:10.1039/B4RP90027H
Hofstein, A., & Lunetta, V. (1982). The Role of the Laboratory in Science Teaching : Neglected Aspects of Research. Review of Educational Research, 52(2), 201–217.
Hofstein, A., & Lunetta, V. N. (2004). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education, 88(1), 28–54. doi:10.1002/sce.10106
Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791–806. doi:10.1002/tea.20072
Hyland, K. (2000). Disciplinary Discourses: Social Interactions in Academic Writing. Ken Hyland. London: Longman.
Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge.
Hyland, K. (2009). Academic discourse: English in a global context. London, UK: Continuum.
Jiménez‐Aleixandre, M. P., Bugallo Rodríguez, A., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757–792.
Kalaskas, A. B. (2013). Science lab report writing in postsecondary education: Mediating teaching and learning strategies between students and instructors (Masters’ thesis). George Mason University.
Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments. Research in Science Education, 43(1), 317–345. doi:10.1007/s11165-011-9267-9
Kelly, G., Regev, J., & Prothero,W. (2008). Analysis of lines of reasoning in written argumentation. En: S. Erduran & M. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 137–157). Dordreht: Springer Academic Publishers.
Kirschner, P. A., & Meester, M. A. M. (1988). The laboratory in higher science education: Problems, premises and objectives. Higher Education, 17(1), 81–98. doi:10.1007/BF00130901
Krontiris-Litowitz, J. (2013). Using Primary Literature to Teach Science Literacy to Introductory Biology Students. Journal of Microbiology & Biology Education, 14(1), 66–77. doi:10.1128/jmbe.v14i1.538
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science education, 77(3), 319–337.
Latour, B., & Woolgar, S. (1986). Laboratory life: the construction of scientific facts. Princeton: Princeton University Press.
Lazarowitz, R., & Tamir, P. (1994). Research on Using Laboratory Instruction in Science. In D. Gabel (Ed.), Handbook of Research in Science Teaching and Learning (pp. 94–128). New York: The Macmillan Publishing Company.
Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. Abell & N. Leaderman (Eds.), Handbook of research on science education (pp. 392–441). Mahwah, NJ: Lawrence Eralbaum.
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 5(2), 96–107.
Moore, R. (1993). Does writing about science improve learning about science? Journal of College Science Teaching, 22(4), 212–217.
Moreno, E., Cuervo Patiño, C., Puerta Bula, C., & Cuellar Avila, A. (2016). Análisis crítico de literatura científica. Una experiencia de la Facultad de Ciencias de la Pontificia Universidad Javeriana. Voces y Silencios: Revista Latinoamericana de Educación, 7(2), 74–97. doi:10.1817/VYS.V7I2.292
Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553–576. doi:10.1080/095006999290570
Peacock, M. (2011). The structure of the methods section in research articles across eight disciplines. Asian ESP Journal, 7, 97–124.

Pedroza-Rodríguez, A. M., Quevedo-Hidalgo, B., & Matiz, A. (2007). Manual de laboratorio de Procesos Biotecnológicos. (Editorial Pontificia Universidad Javeriana, Ed.) (1a edición.). Bogotá.

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Vol. 39 Núm. 76 (2020)