Vol. 22 No. 1 (2017): April of 2017

Published: 2017-04-17

The biphasic autoscopy integrated to microteaching: A strategy of reflective intervention on the chemistry teacher training

Viviane Arrigo, Álvaro Lorencini Júnior, Fabiele Cristiane Dias Broietti

01-22
- PDF (Portuguese)
Textbooks in publications in the teaching research: contributions to analysis and choice

Saul Benhur Schirmer, Inés Prieto Schmidt Sauerwein

23-41
- PDF (Portuguese)
Epistemic Purposes to Prompt Argumentation in inquiry-based classes

Arthur Tadeu Ferraz, Lúcia Helena Sasseron

42-60
- PDF (Portuguese)
Educational Approaches of Biotechnologies in Science Education through an analysis of journals in the area

Leonardo Victor Marcelino, Carlos Alberto Marques

61-77
- PDF (Portuguese)
Contributions of a Science Museum for the Initial Training

Azizi Manuel Tempesta, Luciano Carvalhais Gomes

78-102
- PDF (Portuguese)
The socialization of teachers’ knowledge’s: communication and professional training in context of PIBID/Physics

Thomas Barbosa Fejolo, Marinez Meneghello Passos, Sergio de Mello Arruda

103-126
- PDF (Portuguese)
Professional masters in science education: structure, specificity, effectivity and teaching professional development

Alberto Villani, Elisabeth Barolli, Juliana de Oliveira Maia, Luciana Massi, Victor Ferreira Dias Santos, Wilson Elmer Nascimento

127-161
- PDF (Portuguese)
Scientific thinking employed in tasks of introductory physics

Alexandre Fagundes Faria, Arnaldo de Moura Vaz

162-188
- PDF (Portuguese)
The Theater as a mobilizing strategy of emotions and attitudes towards physics classes

Hely Cordero, Giovanna Lombardi, Ernesto Fuenmayor, David Verrilli, Nelson Croce, Ernesto Contreras

189-221
- PDF (Spanish)
The ontologies of an environmental disaster

Francisco Ângelo Coutinho, Ana Paula Silva, Fernanda Ferreira Santiago, Elisa Sampaio de Faria

222-236
- PDF (Portuguese)

Vol. 22 No. 1 (2017): April of 2017

Language