Algunas de las publicaciones recientes en revistas internacionales indexadas
Naranjo-Correa, F. L., Martinez-Borreguero, G., Pérez-Rodriguez, A. L., Pardo-Fernandez, P. J., & Suero-Lopez, M. I. (2017). Teaching rainbows with simulations: revisiting Minnaert’s lab experiment. Applied Optics, 56(19), G69-G74.
Tobaja-Márquez, L. M., Gil-Llinás, J., & Solano-Macías, F. (2017). Collaborative learning: Use of the Jigsaw Technique in Mapping Concepts of Physics. Problems of Education in the 21st Century, 75(1), 92-101.
Pérez-Rodríguez, Á. L., Martínez-Borreguero, G., & Suero-López, M. I. (2017). New didactic formulation of the laws of reflection of light. Revista Brasileira de Ensino de Física, 39(2), e2404-1-5.
Martinez Borreguero, G., Naranjo Correa, F. L., Perez Rodriguez, A. L., Suero Lopez, M. I., & Pardo Fernandez, P. J. (2017). Meaningful Learning Theory in science education: just another pedagogical trend?. Journal of Science Education, 18(1), 19-23.
Naranjo, F. L., Martínez, G., Pérez, Á. L., Pardo, P. J., Suero, M. I., & Melgosa, M. (2016). Using concept maps to develop a didactic explanation of a dress with ambigous colours. In Innovating with concept Mapping(pp. 303-314).Springer International Publishing.
Martinez Borreguero, G., Naranjo Correa, F. L., Perez Rodriguez, A. L., & Suero Lopez, M. I. (2016). Development of hyperrealistic simulations to teach concepts about colors. Color Research & Application, 41(3), 330-332.
Naranjo Correa, F. L., Martinez Borreguero, G., Perez Rodriguez, A. L., Suero Lopez, M. I., & Pardo Fernandez, P. J. (2016). A new online tool to detect color misconceptions. Color Research & Application, 41(3), 325-329.
Valenzuela-Valdes, J. F., Pardo, P., Padilla, P., & Lozano-Guerrero, A. (2015). Low cost ubiquitous context-aware Wireless Communications Laboratory for undergraduate students. IEEE Transactions on Learning Technologies, PP(99), 1.
González-Macías, J. C., Pardo-Fernández, P., & Valenzuela-Valdés, J.(2015). PBL on information and communications technology (ICT). In Valenzuela-Valdés, J., & Pardo-Fernández, P. (Eds.). Project Based Learning on Engineering: Foundations, Applications and Challenges, pp. 63-78. Hauppauge: Nova Science Publishers.
Valenzuela-Valdés, J., & Pardo-Fernández, P. (2015). Project Based Learning on Engineering: Foundations, Applications and Challenges. Hauppauge: Nova Science Publishers.
Martínez-Borreguero, G., Pérez-Rodríguez, Á. L., Suero-López, M. I., Pardo-Fernández, P. J., & Naranjo-Correa, F. L. (2015). Using concept maps to create reasoning models to teach thinking: An application for solving kinematics problems. Knowledge Management & E-Learning: An International Journal (KM&EL), 7(1), 162-178.
Carmona-Murillo, J., Martin-Tardio, M. A., Arias-Masa, J., Gonzalez-Macias, J. C., Pardo Fernandez, P. J., & Valenzuela-Valdes, J. F. (2014). Providing Professional Skills to Telecommunication Engineers through a Novel Vertical Approach. International Journal of Engineering Education, 30(6), 1645-1656.
Valenzuela-Valdes, J. F., Pardo, P. J., Luis Padilla, J., & Padilla, P. (2014). Intellectual Property Course for Engineering Students. International Journal of engineering Education, 30(6), 1419-1424.
Martinez-Borreguero, G., Pérez-Rodríguez, Á. L., Suero-López, M. I., & Pardo-Fernández, P. J. (2013). Detection of misconceptions about colour and an experimentally tested proposal to combat them. International Journal of Science Education, 35(8), 1299-1324.
Martínez, G., Pérez, Á. L., Suero, M. I., & Pardo, P. J. (2013). The effectiveness of concept maps in teaching physics concepts applied to engineering education: Experimental comparison of the amount of learning achieved with and without concept maps. Journal of Science Education and Technology, 22(2), 204-214.
Martinez-Borreguero, G., Naranjo-Correa, F. L., Pérez-Rodríguez, Á. L., Suero-López, M. I., & Pardo-Fernández, P. J. (2013). Use of computer generated hyper-realistic images on optics teaching: The case study of an optical system formed by two opposed parabolic mirrors. Journal of Science Education, 14(1), 25-29.
Martínez, G., Pérez, Á. L., Suero, M. I., & Pardo, P. J. (2012). ICTs and their applications in education. INTECH Open Access Publisher.
Martínez, G., Naranjo, F. L., Pérez, Á. L., Suero, M. I., & Pardo, P. J. (2011). Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory. Physical Review Special Topics-Physics Education Research, 7(2), 020111.
Gil, J., Pérez, A. L., Suero, M. I., Solano, F., & Pardo, P. J. (2010). Evaluation of the effectiveness of a method of active learning based on Reigeluth and Stein's Elaboration Theory. International Journal of Engineering Education, 26(3), 628-641.
Suero, M. I., Pérez, Á. L., Díaz, F., Montanero, M., Pardo, P. J., Gil, J., & Palomino, M. I. (2005). Does Daltonism influence young children's learning?. Learning and Individual Differences, 15(2), 89-98.
Pérez, Á. L., Gil, J., Suero, M. I., & Solano, F. (2004). How to detect misconceptions in a Physics class. The case of a sphere that descends on an inclined plane. Journal of Science Education, 5(2), 103-106.
Gil, J., Suero, M. I., Pérez, Á. L., & Solano, F. (2003). Misconceptions in optics: their persistence at university level. Journal of Science Education, 4(1), 17-20.
Pérez, A. L., Suero, M. I., Pardo, P. J., & Gil, J. (2003). How to make comprensible the drawings that usually illustrate image formation. J. Science Education, 4, 70-73.
Montanero, M., Suero, M. I., Perez, A. L., & Pardo, P. J. (2002). Implicit theories of static interactions between two bodies. Physics Education, 37(4), 318.
Solano, F., Gil, J., Pérez, A. L., & Suero, M. I. (2002). Persistência de preconcepciones sobre los circuitos eléctricos de corriente contínua. Revista Brasileira de Ensino de Física, 24(4), 460-470.
Montanero, M., Perez, A. L., & Suero, M. I. (1995). A survey of students' understanding of colliding bodies. Physics Education, 30(5), 277.
