Vol. 24 No. 1 (2019): Abril de 2019

Published: 2019-04-30

The relationship with the knowledge and the chemistry teaching: theoretical fundamentals for analyzing the learning process in classroom activity

Welington Francisco

01-21
- PDF (Portuguese)
Perspectives of formative models with constructivist approaches for science teacher education according to the conceptions of Rafael Porlán and collaborators

Francisco Otávio Cintra Ferrarini, Amadeu Moura Bego

22-44
- PDF (Portuguese)
Christian Faith and scientific content in the classes of natural sciences: an analysis from works published in the last years

Glênon Dutra, Maria da Conceição P. Antunes

45-61
- PDF
Semantic waves and the epistemic dimension in the classroom discourse of Chemistry

Bruno Ferreira dos Santos, Eduardo Fleury Mortimer

62-80
- PDF (Portuguese)
Environmental education in the initial teacher training: a mapping of the Brazilian researches in theses and dissertations

Sirlene Donaiski Motin, Raquel Maistrovicz Tomé Gonçalves, Dircelia Maria Soares de Oliveira Cassins, Daniele Saheb

81-102
- PDF (Portuguese)
Games in Chemistry Teaching: a study on the presence/absence of teaching and learning theories in the perspective of Gowin's Epistemological V

Felipe Augusto de Mello Rezende, Márlon Herbert Flora Barbosa Soares

103-121
- PDF (Portuguese)
Affectiveness and professor student relationship: contributions to teaching and learning processes in Science in middle school

Bruna Carminatti, José Claudio Del Pino

122-138
- PDF (Portuguese)
Students’ engagement in Physics lesson: proposal and discussion of an analysis tool

Lucia Helena Sasseron, Tadeu Nunes Souza

139-153
- PDF (Portuguese)
The research scenario on the training of science teachers in the progression perspective

Wélica Patrícia Souza de Freitas, Wellington Pereira de Queirós

154-178
- PDF (Portuguese)
An analysis of the discursive interactions in an inquiry-based science class in the last year of the primary education for students in Elementary school on the subject of protective measures against solar exposure

Leandro da Silva Barcellos, Geide Rosa Coelho

179-199
- PDF (Portuguese)
A metric profile of research highlighting teacher training in Science Education in Brazil

Julio César Castilho Razera, Carla Maria Santana Matos, Fernando Bastos

200-222
- PDF (Portuguese)
The subjects 'human body', 'gender' and 'sexuality' in teaching books of fundamental teaching sciences

Hellen José Daiane Alves Reis, Marcos Felipe Silva Duarte, Jackson Ronie Sá-Silva

223-238
- PDF (Portuguese)
Scientific-cultural inquiry as a way to overcome school encapsulation: an intervention based on activity theory for the case of the moon’s phases

Leonardo Goncalves Lago, José Luis Nami Adum Ortega, Cristiano Rodrigues Mattos

239-260
- PDF (Portuguese)

Vol. 24 No. 1 (2019): Abril de 2019

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