Vol. 20 No. 3 (2015): December of 2015

Published: 2015-12-31

Learning the syntax of Physics language

Henrique Cesar Estevan Ballestero, Sérgio de Mello Arruda, Marinez Meneghello Passos, Marcos Rodrigues da Silva

01-20
- PDF (Portuguese)
Thesis and Dissertations Analysis on Chemistry Teaching in Brazil: Focus on the Scientific Production of Postgraduate Programs

Cristiane Andretta Francisco, Daniela Marques Alexandrino, Salete Linhares Queiroz

21-60
- PDF (Portuguese)
The consistency and complementarity between critical meaningful learning theory and the epistemology of Paul Feyerabend

Felipe Damasio, Luiz O. Q. Peduzzi

61-83
- PDF (Portuguese)
Analysis of teacher relations with teaching in classroom with prospects to be inclusive

Angela Meneghello Passos, Sergio de Mello Arruda, Marinez Meneghello Passos

84-115
- PDF (Portuguese)
The use of scientific concepts to arguments in Biology classes

Renata de Paula Orofino, Silvia Luzia Frateschi Trivelato

116-130
- PDF (Portuguese)
Knowledge construction in the classroom: a meaningful pedagogical dialogue

Jesuína Lopes de Almeida Pacca

131-150
- PDF (Portuguese)
The stimulated recall method as a research tool on the school visit in the Cerrado Biodiversity Museum

Lidiane Martins Oliveira, Daniela Franco Carvalho

151-163
- PDF (Portuguese)
Perceptions and teaching actions in the teaching laboratory

Neusiane Chaves de Souza, Gionara Tauchen

164-186
- PDF (Portuguese)
The curriculum of teacher education at a Chemistry Institute: matches and mismatches between prescription and practice

Luciana Massi, Alberto Villani

187-204
- PDF (Portuguese)
Scheme of motion as an action organizer in both classical and relativistic mechanics

Gabriel Junior Dias de Carvalho

205-235
- PDF (Portuguese)
General Botany of the Angiosperms in high school: a comparative analysis of textbooks

Lucas Cardoso Marinho, Francisco Antonio Rodrigues Setúval, Cecília Oliveira de Azevedo

237-258
- PDF (Portuguese)

Vol. 20 No. 3 (2015): December of 2015

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