Vol. 29 No. 3 (2024): Dezembro de 2024

Published: 2024-12-26

Approaches between integral science and the blood flow of science: contributions to science education

Geilson Rodrigues Da Silva, Wellington Pereira de Queirós, Marcelo Carbone Carneiro

01-22
- PDF (Portuguese)
Perspectives on STS Education from the Historical-Critical Pedagogy

Priscila Franco Binatto, Patrícia Fernandes Lootens Machado, Paulo Marcelo Marini Teixeira

23-42
- PDF (Portuguese)
Training science teachers in the post-truth era: the role of dialogue as a mediating principle of the pedagogical process

Gabriela Gomes Rosa, Ludmila Fernandes Kelles, Luiz Gustavo Franco, Nathan Willig Lima

43-74
- PDF (Portuguese)
- PDF - English
Do human races exist? What biology says about this issue and what we can do in the classrooms

Gaston Pérez, Leonardo González Galli

75-100
- PDF (Spanish)
Confrontations to Scientific Denialism: Exploring the Nature of Science Through Fact-checking

Carolina Santos Bonfim, Roseline Beatriz Strieder

101-124
- PDF (Portuguese)
Social interactions promoted in experimental chemistry activities in small groups with a deaf person and hearing people

Fernanda Ozelame de Souza, Fábio Peres Gonçalves

125-152
- PDF (Portuguese)
Translation and validation of a two-tier instrument on simple electric circuits

Ana Rita Lopes Mota, Patrícia Costa

153-171
- PDF (Portuguese)
Learning with computer simulations: a case study on reservoir temperatures in carnot cycles

Juan José Velasco, Laura María Buteler, Enrique Andres Coleoni

172-190
- PDF
Conceptions about science and scientists emergent from a cocreated citizen science process at school UMA EXPERIÊNCIA DE CIÊNCIA CIDADÃ CO-CRIADA NA ESCOLA

Janaina Dutra Gonzalez, Natalia Pirani Ghilardi-Lopes

191-214
- PDF (Portuguese)
The tradition of Bildung in Science Education within the horizon of Philosophical Hermeneutics

Ana Paula Carvalho do Carmo, Robson Simplicio de Sousa

215-233
- PDF (Portuguese)
Analysis of a proposal for using a film based on conceptual, procedural, and attitudinal content

Lucas Henrique Tavano, Beatriz Salemme Corrêa Cortela

234-259
- PDF (Portuguese)
An investigation into the socialization of habitus over a lifetime: a broader look at science teacher training

Gabriel Lanzillotta, Mauricio Pietrocola

260-286
- PDF (Portuguese)
What counts as knowledge about inquiry-based science teaching?Construction of opportunities for teacher learning in a context of curriculum reform

Lucas Vechiato, Daniela Lopes Scarpa

287-323
- PDF (Portuguese)
Chemical Thinking and Cognitive Skills of Students in an Experimental Classroom

Fernanda Garcia de Almeida, Fabiele Cristiane Dias Broietti, Vicente A. Talanquer

324-348
- PDF (Portuguese)
School Practices of Modern and Contemporary Physics in High School: A Study of Brazilian Theses and Dissertations (1972-2020)

Carla Nayelli Terra, Jorge Megid Neto

349-366
- PDF (Portuguese)
The academic discourse about the bachelor teacher who teaches science and technology in professional education courses integrated into high school

Netulio Alarcon Fioratti, Lourdes Aparecida Della Justina, Dulce Maria Strieder

367-388
- PDF (Portuguese)
FLEX-AS: teaching strategy for science education from the perspectives of Meaningful Learning and Cognitive Flexibility

José Antônio Bezerra de Oliveira, Patrícia Smith Cavalcante, Kátia Aparecida da Silva Aquino

389-404
- PDF (Portuguese)

Vol. 29 No. 3 (2024): Dezembro de 2024

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