Vol. 30 No. 1 (2025): April of 2025

Published: 2025-05-01

“Memories of the past arise like a ghost”: Curriculum for Critical Ethnic-Racial Education in (Auto)Biographical narratives of biology teachers

Joaklebio Alves da Silva, Marlécio Maknamara

08-36
- PDF (Portuguese)
Theoretical-Practical Gaps in Teaching Science for Citizenship by Pre-service Science Teachers

Edith Herrera San Martín

37-61
- PDF - Espanhol (Spanish)
The history and institutional tradition in the conception of the exhibition “Biodiversity: knowing to preserve” at the Museum of Zoology of the University of São Paulo

Marcus Soares, Sandra Escovedo Selles, Martha Marandino

62-84
- PDF (Portuguese)
Curricular policies for Science Teaching and Teacher Education: a State of Knowledge

Ronan Moura Franco, Elena Maria Billig Mello

85-110
- PDF (Portuguese)
Awareness in Álvaro Vieira Pinto: Contributions for the Science Education

Leandro da Silva Barcellos, Geide Rosa Coelho

111-137
- PDF (Portuguese)
Complexification of “Scientific Proof” in a Science Teacher Trainee Program

João Otavio Garcia, Juliano Camillo

138-167
- PDF (Portuguese)
Teaching-Learning Moments during Night Sky Observations

Szu Yu Lee, Raquel Abi-Sâmara, Joana Brás Varanda Marques, Ricardo Moutinho

168-200
- PDF (Portuguese)
Design of Teaching and Learning Sequences and Complex Educational Games: A Strategic Proposal for Mobilizing the Model of Educational Reconstruction

Michelle Garcia da Silva, Roberta Smania-Marques, Helaine Sivini Ferreira

201-226
- PDF (Portuguese)
- PDF
Critical Thinking promoted in Organic Chemistry classes during the resolution of a Case Study by Undergraduate Chemistry Students

Caroline Gomes Fernandes, Rita de Cássia Suart, Josefina Aparecida de Souza, Sérgio Scherrer Thomasi

227-259
- PDF (Portuguese)
Avaliação dos efeitos de atividades de ciências nas aprendizagens de crianças do ensino primário

Patrícia Christine Silva, Ana Valente Rodrigues

260-286
- PDF (Portuguese)
“We found a treasure”: Metacognition, an essential factor in the training of CTSA teachers: the success case of the university teaching course - CGDU - at the University of Seville

Camila Boszko, Cleci Teresinha Werner da Rosa, Gabriela Carolina Cattani Delord

287-312
- PDF (Portuguese)
Explicit and reflective teaching for the development of Critical Thinking skills and Nature of Science and Technology understandings in Primary Education

Vanessa Ortega-Quevedo, Cristina Gil-Puente, Cristina Vallés Rapp, Carmela García-Marigómez

313-335
- PDF
Joint construction of pedagogical practices on experimental physics teaching among higher education teachers: an analysis of the potential of a joint planning group

João Ricardo Neves da Silva, André Luis dos Santos, Gabriel Andrade Silva, Sergio Augosto Borges DaHora

336-368
- PDF (Portuguese)
The process of including a blind student in a Physics degree course: an analysis of the actions and contributions of the educational environments

Marcela Ribeiro da Silva, Eder Pires de Camargo

369-401
- PDF (Portuguese)
The biology that dare not speak its name: post-dualist views on gender and sexuality research in science education

Bruno Tavares, Mariana Brasil Ramos, Adriana Mohr

402-442
- PDF (Portuguese)
STSE Education and Educating City: challenges and perspectives for permanent education of Early Childhood Education teachers

Cinira Francisca Alves de Bastos, Noemi Sutil

443-471
- PDF (Portuguese)
Principles for the teaching of structural representations of organic compounds

Caio de Souza Silva, Helio da Silva Messeder Neto

472-491
- PDF (Portuguese)
Two decades of the PCNEM and PCN+ and a decade of the DCN: how parameters and guidelines can attend and guide the scientific education of youth in the 21st century

Alisson Romeu de Sousa, Paulo Neto

492-532
- PDF (Portuguese)

Editorial

Why are so many articles rejected? A reflection based on the journal Investigations in Science Education

Paulo Lima Junior, Marta Maximo-Pereira, Tobias Espinosa

01-07
- PDF (Portuguese)