Vol. 26 No. 3 (2021): Dezembro de 2021

Published: 2021-12-30

School Performance: a case study on the relationship between self-efficacy beliefs in physic and the didactic contract

Diego Marceli Rocha, Elio Carlos Ricardo

01-23
- PDF (Portuguese)
Assistive technology resources in teaching sciences to students with visual disabilities: the perspective of their teachers

Tatiane Santos Silva, Myrna Friederichs Landim de Souza

24-42
- PDF (Portuguese)
The frequency of Geography/Distance Learning/UNIPAMPA students to the planetariums: contributions to the politics of science popularization

Guilherme Frederico Marranghello, Rafael Kobata Kimura, Cecília Petinga Irala, Paulo Lima Junior

43-55
- PDF (Portuguese)
Rethinking Fermi problems for science teaching and learning

Lluís Albarracín, Víctor López-Simó, Jonas Bergman Ärlebäck

56-68
- PDF (Spanish)
Manifestations of metacognitive thinking in Engineering students: analysis of a didactic intervention in Physics teaching

Andréia Spessatto de Maman, Lidiane Brock, Italo Gabriel Neide, Maria Madalena Dullius, Marli Teresinha Quartieri

69-81
- PDF (Portuguese)
Conceptual Fields and Magnetic Field: a theoretical model for epistemological classification of tasks in magnetostatics

Glauco Cohen Ferreira Pantoja

82-101
- PDF
In-Service Teachers Education fostered by approximation between School and University: an historical narrative about the experiences of the Nupic (USP) initiative

Douglas Grando de Souza, Ives Solano Araujo, Eliane Angela Veit

102-133
- PDF (Portuguese)
The teacher who develops Inquiry-based Science Teaching: what do the research say?

Marta Maximo-Pereira, Alexander Montero Cunha

134-156
- PDF (Portuguese)
Jocelyn Bell Burnell and The Discovery of Pulsars: reviewing researches of Physics and Astronomy Teaching in a Historical Perspective

Larissa do Nascimento Pires, Luiz O. Q. Peduzzi

157-180
- PDF (Portuguese)
Local Communities of Practice of Science Teaching: proposition of an analysis tool

Raquel Sousa Valois, Lúcia Helena Sasseron

181-194
- PDF (Portuguese)
STEM education, an emerging field of research: bibliometric analysis between 2010 - 2020

Darwin Leonardo Vargas Sánchez, Alvaro García Martínez

195-219
- PDF (Spanish)
Semantic dimension in the science classroom: yearning circles as a promoter of semantic waves

Bruna Cristina Nunes Pinto, Edson José Wartha

220-236
- PDF (Portuguese)
Communicative Acting and Inclusive Education: a possibility for analysis of teaching training in a virtual classroom

Cláudio Roberto Machado Benite, Marysson Jonas Rodrigues Camargo, Anna Maria Canavarro Benite

237-258
- PDF (Portuguese)
Technological Knowledge on educational practice: resurgent reflections in Science and Biology teacher training

Pércia Paiva Barbosa

259-280
- PDF (Portuguese)
Complexity of Practical Work in Portuguese Primary Science Textbooks

Sílvia Ferreira, Leonor Saraiva

281-297
- PDF
The characteristics of national and international research on the production of learning evaluation in discursive interactions

Nicole Glock Maceno, Marcelo Giordan

298-330
- PDF
- PDF (Portuguese)
An analysis of the role of school in the formation of scientific concepts for visually impaired students

Angélica Ferreira Bêta Monteiro, Sofia Castro Hallais, Maria da Conceição de Almeida Barbosa Lima

331-347
- PDF (Portuguese)
Network of Senses in Physics Teaching Training: Theory of Activity as a Methodological Theoretical Framework

Andréa Borges Umpierre, Jaqueline Ritter

348-372
- PDF (Portuguese)

Vol. 26 No. 3 (2021): Dezembro de 2021

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