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Vol. 23 No. 1 (2018): Abril de 2018
Vol. 23 No. 1 (2018): Abril de 2018
Published:
2018-04-30
Perspectives of the Sociology of Scientific Knowledge and Science Education: a study of Education Journals
Fernanda Aparecida Meglhioratti, Irinéa de Lourdes Batista
01-31
PDF (Portuguese)
Visions of science and technology between graduate in Physics when using educational robotics: A case study
João Paulo da Silva Santos, Alexandro Cardoso Tenório, Michael Lee Sundheimer
32-55
PDF (Portuguese)
Initial training of teachers in Pedagogy Course for Science Education: involved subjects representations
Elocir Aparecida Corrêa Pires, Vilmar Malacarne
56-78
PDF (Portuguese)
Science, Politics and Media in the perspective centered on enlightenment: Alan Irwin's sociology in dialogue with science education
Luis Gustavo D' Carlos Barbosa, Maria Emília de Castro Lima, Andréa Horta Machado
79-94
PDF (Portuguese)
Investigating students' conceptual change about colour in an innovative research-based teaching sequence
Ana Rita Lopes Mota, João Lopes dos Santos
95-110
PDF
Exploratory experiments and experientia literata: (re) thinking experimentation
Anabel Cardoso Raicik, Luiz O. Q. Peduzzi, José A. P. Angotti
111-129
PDF (Portuguese)
The senses which students attribute to physics teaching and its historical approach
Abigail Vital, Andreia Guerra
130-154
PDF (Portuguese)
Analogical Modelling in Science Education
Nilmara Braga Mozzer, Rosária da Silva Justi
155-182
PDF (Portuguese)
Module with interactive didactic simulations for the conceptual understanding of a physical model in a laboratory work of physics at university
José Valentin Ferreira, Maria Maite Andres
183-199
PDF (Spanish)
The Discursive Textual Analysis in the research of the Generator Theme: where and how to get started?
Júlio César Lemos Milli, Ana Paula Solino, Simoni Tormohlen Gehlen
200-229
PDF (Portuguese)
Metacognitive profile (part II): Application of an analytical tool
Nancy Nazareth Gatzke Corrêa, Marinez Meneghello Passos, Sérgio de Mello Arruda
230-244
PDF (Portuguese)
Using the conceptual profile of substance to plan teaching and to analyze learning process
Jaqueline Dantas Sabino, Edenia Maria Ribeiro do Amaral
245-265
PDF (Portuguese)
Experiences of Scientific Thinking in Physics Classrooms
Alexandre Fagundes Faria, Arnaldo de Moura Vaz
266-294
PDF (Portuguese)
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