Vol. 22 No. 2 (2017): Agosto de 2017

Published: 2017-08-17

The Design-based research: overview and contributions to science education

Fabiana Botelho Kneubil, Maurício Pietrocola

01-16
- PDF (Portuguese)
A Theoretical Foundation about Data: a Contribution for Epistemological Reflection in the Teaching Science Lab

Julia Luisa Flores

17-32
- PDF (Spanish)
Environmental Education meanings mobilized in discourses of school teachers who are involved in biology teacher training

Elizabeth Bozoti Pasin, Reinaldo Luiz Bozelli

33-56
- PDF (Portuguese)
Decisions involved in the development and validation of a contextualized questionnaire about nature of science views

Nathália Helena Azevedo, Daniela Lopes Scarpa

57-82
- PDF (Portuguese)
Features of science communication: implication of dialogism in an asynchonous interaction

Guilherme da Silva Lima, Marcelo Giordan

83-95
- PDF (Portuguese)
Conceptions of physics professors about teaching-learning and their teaching qualification process: a case study

Isabel Krey Garcia, Juan Ignácio Pozo

96-119
- PDF (Portuguese)
A study on pre-service physics teachers' conceptualization on elementary quantum mechanics

Glauco Cohen Ferreira Pantoja

120-138
- PDF
The use of theoretical and empirical knowledge in the production of explanations and arguments in an inquiry biology activity

Maíra Batistoni e Silva, Sílvia Luzia Frateschi Trivelato

139-153
- PDF (Portuguese)
Water management in a municipality: An opportunity to connect the school, the city and the world

Marta Fonolleda Riberaygua, Tárcio Minto Fabrício, Denise de Freitas

154-165
- PDF (Spanish)
Pedagogical workshops as a teaching and learning strategy: the hydrographic basic as a theme

Valéria Brumato Regina Fornazari, Ana Tiyomi Obara

166-185
- PDF (Portuguese)

Vol. 22 No. 2 (2017): Agosto de 2017

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