Bibliografía

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Vol.63(1), pp. 64-66.
 BERNIER, P.; LOISEAU, A.; MASER, W. y WILLAIME, F. 1997. Carbono para embalar la materia,
Mundo Científico, nº 176, pp. 113-115.
 BRADY, J.A.; MILBURY-STEEN, J.N. y BURMEISTER, J.L. 1990. Lewis structure skills: taxonomy
and difficulty levels, Journal of Chemical Education, Vol. 67(6), pp. 491-493.
 DEKOCK, R.L. 1987. The Chemical bond, Journal of Chemical Education, Vol.64(11), pp. 934-
941.
 FURIÓ, C. y CALATAYUD, M.L. 1996. Difficulties with geometry and polarity of molecules.
Beyond misconceptions, Journal of Chemical Education, Vol. 73(1), pp. 36-41.
 GARNET, P.J. et al. 1995. Students’ alternative conceptions in chemistry: a review of research
and implications for teaching and learning, Studies in Science Education, Vol. 25, pp. 69-95.
 GASQUE-SILVA, L. 1997. ¿Iónico o covalente? Educación Química, Vol. 8(3), pp. 160-163.
 GILLESPIE, R.J. 1970. The electron-pair repulsion model for molecular geometry, Journal of
Chemical Education, Vol.47(1), pp. 18-23.
 GÓMEZ, P.C. 1997. El descubrimiento de J.J. Thomson y su repercusión en la Química, Revista
Española de Física, Vol. 11(3), pp. 24-30.
 GRIFFITHS, A.K. 1994. A critical analysis and synthesis of research on students chemistry
miconceptions, En SCHMIDT, H.J. Problem Solving and Misconceptions in Chemistry and
Physics. ICASE: Dortmund.