Vol. 19 No. 1 (2014): March of 2014

Published: 2016-06-04

Ontological characterization of the photosynthesis concept and epistemological and ontological obstacles related to the teaching this concept

Luiz Fabio Dimov, Magda Medhat Pechliye, Rosangela Castro de Jesus

7-28
- PDF (Portuguese)
Teacher Didactic Content Knowledge and its relation with the utilization of practical activities in chemistry classes: A study with expert teachers of the Angolan educational system

Laurinda Baca, Marcos Onofre, Fátima Paixão

29-54
- PDF (Portuguese)
Contextualization processes and the initial education of physics teachers

Cristina Cândida de Macedo, Luciano Fernandes Silva

55-75
- PDF (Portuguese)
Teacher educators and the challenge to enhance the teaching in chemical sciences in with the merger of mobile devices

Liliane da Silva Coelho Jacon, Ana Carolina Garcia de Oliveira, Elizabeth Antonia Leonel de Moraes Marti, Irene Cristina de Mello

77-89
- PDF (Portuguese)
Leishmaniasis and textbook: how are endemic diseases addressed in public education?

Débora Batista Reis, Tatiana Saboya Albuquerque, Maria Regiane Araujo Soares

91-98
- PDF (Portuguese)
A technical-scientific production of James Prescott Joule: a reading from the epistemology of Ludwik Fleck

Wellington Pereira de Queirós, Roberto Nardi, Demétrio Delizoicov

99-116
- PDF (Portuguese)
Teaching knowledge: a glimpse to a non-required dimension in the trajectories of teachers/researchers in Biological Sciences Academic Course

Elizeu Pinheiro da Cruz, Marco A. L. Barzano

117-139
- PDF (Portuguese)
Freirean Thematic Approach and the Science Teaching Through Research: possible educational end epistemological relations

Ana Paula Solino, Simoni Tormöhlen Gehlen

141-162
- PDF (Portuguese)
Primary School Teachers Understanding About Pedagogical Practice In Sciences During Practical Training

Thaís Gimenez da Silva Augusto, Ivan Amorosino do Amaral

163-176
- PDF (Portuguese)
Proposal for inclusion of topics of particle physics integrated electric charge through a potentially meaningful teaching units

Lisiane Barcellos Calheiro, Isabel Krey Garcia

177-192
- PDF (Portuguese)
The use of concept maps as an indicator of significant learning in Calculus

Naíma Soltau Ferrão, Ana Lúcia Manrique

193-216
- PDF (Portuguese)
The insertion of the thematic approach in physics teachers' training program in institutions

Simoni Tormöhlen Gehlen Tormöhlen Gehlen, Roseline Beatriz Strieder, Giselle Watanabe-Caramello, Roseli Adriana Blümke Feistel, Karine Raquiel Halmenschlager

217-238
- PDF (Portuguese)