Vol. 30 No. 2 (2025): Agosto de 2025

Published: 2025-08-31

Design-Based Research (DBR) in the development of Gamification as a strategy for teaching chemistry

Paula Maria de Almeida Santos, Hawbertt Rocha Costa

01-34
- PDF (Portuguese)
Higher-order thinking skills in science education: A Proposal Based on Bibliometric Analysis

Diana Marcela Sánchez Galvis, Álvaro García MArtínez

35-75
- PDF (Spanish)
Astronomical literacy in teaching astronomy to children: a constellation of meanings

Gleici Kelly de Lima, Rodolfo Langhi, Wilson Elmer Nascimento

76-105
- PDF (Portuguese)
Scientific literacy in times of misinformation: a systematic literature review

Francisco Robson Carvalho de Oliveira, Cidoval Morais de Sousa

106-133
- PDF (Portuguese)
Impacts of Cooperative Learning in Science Teaching: a case study in educational centers in Gipuzkoa and Bizkaia Provinces, Basque Country

Maria Tamires Vasconcelos Oliveira, Xabier Arregi Murgiondo, Márcia Adelino da Silva Dias

134-159
- PDF (Portuguese)
Not every “hat” is good, not every wolf is bad: Discursive Textual Analysis beyond an empirical information analysis methodology

Vivian dos Santos Calixto

160-193
- PDF (Portuguese)
Overview of Scientific Literacy in Brazilian Non-formal Education Settings from Impact Scientific Publications

Marcello Ferreira, Roseli Constantino Schwerz, Michel Corci Batista, Olavo Leopoldino da Silva Filho

194-219
- PDF (Portuguese)
Practice is different in theory: a theoretical study on practices in science education

Lucia Helena Sasseron, Fernando César Silva, Katia Dias Ferreira Ribeiro, Rena de Paula Orofino

220-243
- PDF (Portuguese)
Reflections on the Anthropocene in the long-term exhibition at the Museum of Tomorrow

Tiffany Guimarães Muller de Souza Soderi, Adriana Pugliese

244-268
- PDF (Portuguese)
What social are we talking about?: meanings of science as social practice in research in the area of education

Luciana, Fernando

269-292
- PDF (Portuguese)
Brazilian adaptation of the Global Scientific Literacy Questionnaire (GSLQ): a possibility for assessing scientific literacy for the 21st century.

Patrick Alves Vizzotto

293-329
- PDF (Portuguese)
Structural Racism and Pedagogical Practices: Challenges and realities in an indigenous educational context

Viviana Villarroel Cárdenas Viviana Villarroel Cárdenas, Katerin Arias-Ortega

330-349
- PDF (Spanish)
Analysis of the Dialogues with ChatGPT by Pre-service Teachers during the Design of Chemistry Didactic Activities

Víctor López-Simó, Mikael Frank Rezende Junior

350-373
- PDF (Spanish)
The critical phase of the emergence of the Brazilian Subfield of STS Education Research: the origins of STS Education research in Brazil

Thiago Vasconcelos Ribeiro, Luiz Gonzaga Roversi Genovese

374-410
- PDF (Portuguese)
The Place of Morality in Research on Socioscientific Issues in Science Education: A Systematic Literature Review

Yasmin Lima de Jesus, Washington Luiz Pacheco de Carvalho, Lizete Maria Orquiza de Carvalho

411-441
- PDF (Portuguese)
The training path for implementing Multistrategic Didactic Units and the sources of desirable professional knowledge in pre-service chemistry teachers

Paola Gimenez Mateus Alves, Amadeu Moura Bego , Silvia Regina Quijadas Aro Zuliani

442-479
- PDF (Portuguese)
Greening Curriculum in Physics Courses: History Development and Reflections in the Brazilian context

Letícia Estevão Moraes, Maria José Fontana Gebara

480-509
- PDF (Portuguese)
Promoting Scientific Literacy through a teaching unit on Man's Journey to the Moon

Ariel Gonçalves Marcelino, Luciano Denardin

510-536
- PDF (Portuguese)
Influence of the beliefs of teachers participating in professional development programs on preschool natural science teaching

Cristian Merino Rubilar, Waldo Quiroz Venegas, Jaime Solís-Pinilla

537-566
- PDF (Spanish)

Vol. 30 No. 2 (2025): Agosto de 2025

Language