Vol. 27 No. 1 (2022): Abril de 2022

Published: 2022-05-01

Theoretical-philosophical grounds for the design of intercultural education as dialogue of knowledges

Charbel N. El-Hani

01-38
- PDF (Portuguese)
Science Teaching as Social Practice: relations between social norms and domains of knowledge

Fernando César Silva, Luciana Abreu Nascimento, Raquel Sousa Valois, Lúcia Helena Sasseron

39-51
- PDF (Portuguese)
Ethnobotany in teaching research and its pedagogical potential: Know what? Know whose? Know why? Know how?

Thiago José Jesus Rebello, Rosane Moreira Silva de Meirelles

52-84
- PDF (Portuguese)
Literature review on teaching and learning in the context of the early childhood education

Arthur Philipe Cândido de Magalhães, Jesus Angel Meneses Villagrá, Ileana María Greca

85-107
- PDF (Portuguese)
Little Green Men: The Episode of Detection of Pulsars and the Leading Role of Jocelyn Bell Burnell

Larissa do Nascimento Pires, Luiz O. Q. Peduzzi

108-136
- PDF (Portuguese)
Strengthening the learning of basic concepts of astronomy for teachers in training through a didactic sequence enhanced by day observation and three-dimensional

Nidia Danigza Lugo López, Mónica Julieth Bautista López, Johan Nicolás Molina Córdoba

137-159
- PDF (Spanish)
The tale “Great is the water” by Primo Levi, as a theme for the study and understanding of the viscosity concept

Fábio Eduardo de Assis Gasparetto, Débora Piai Cedran, Marilde Beatriz Zorzi Sá

160-172
- PDF (Portuguese)
Mobilizing theoretical and methodological aspects of the Model of Educational Reconstruction to guide the design process of a Teaching-Learning Sequence on biodiversity

Michelle Garcia da Silva, Roberta Smania-Marques, Helaine Sivini Ferreira

173-190
- PDF (Portuguese)
High School students’ perceptions about science, pseudoscience and antiscientific movements

Mário Lucas Miguel, Leandro José dos Santos, Leonardo Antônio Mendes de Souza

191-222
- PDF (Portuguese)
Scientific-technological decisions and trade-offs in science and technology. A proposal based on the development of thinking

Vanessa Ortega-Quevedo, Cristina Gil Puente, Cristina Vallés Rapp

223-244
- PDF (Spanish)
Evaluation of group work in a Remote and Emergency Physics Course

Helder de Figueiredo e Paula, Sérgio Luiz Talim, Cecília Siman Salema, Vinícius Reis Camillo

245-271
- PDF (Portuguese)
Dropout and student persistence in science and mathematics undergraduate courses: a literature review

Bianca Vasconcelos do Evangelho Franco, Kaluti Rossi de Martini Moraes, Tobias Espinosa, Leonardo Albuquerque Heidemann

272-307
- PDF (Portuguese)
Problematic Experimental Activity (AEP): praxiological and pedagogical assertions in experimental science teaching

Marcello Ferreira, André Luis Silva da Silva, Olavo Leopoldino da Silva Filho, Khalil Oliveira Portugal

308-322
- PDF (Portuguese)
Statistical modeling for analysis of scientific culture elements in incoming students of Brazilian universities: Moderation models

Helga Gabriela Aleme, Raquel Roberta Bertoldo, Marcelo Giordan

323-348
- PDF
- PDF (Portuguese)
Epistemic functions of models in the teaching and learning process in cytogenetics: an analysis in the context of pre-service biology teachers

Paula Cristina Cardoso Mendonça, Denise Suzane de Oliveira Cláudio, Luiz Gustavo Franco

349-366
- PDF (Portuguese)
- PDF
Science education and the Bourdieu’s capital theory: a critical review of the science capital concept

Carlos Henrique Aparecido Alves Moris, Luciana Massi, Matheus Monteiro Nascimento

367-387
- PDF (Portuguese)
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge

Stefannie de Sá Ibraim, Rosária Justi

388-414
- PDF
Learning about protein synthesis: students' rationale in model representation

Susana Beatriz Castronuovo, Laura Cecilia Acevedo

415-434
- PDF (Spanish)
What science is denied on social media? Reflections of an ethnographic research in a virtual negationist community

Gabriela Fasolo Pivaro, Gildo Girotto Jr

435-458
- PDF (Portuguese)
Interdisciplinary approaches in the initial training of teachers of natural sciences and mathematics: challenges faced

Keiciane Canabarro Drehmer-Marques, Inés Prieto Schmidt Sauerwein

459-477
- PDF (Portuguese)
Travelling science communication and science popularization public calls: analysis of projects submitted to Conselho Nacional De Desenvolvimento Científico e Tecnológico (CNPq) (2003-2015)

Willian Vieira de Abreu, Jessica Norberto Rocha, Luisa Massarani, Carolina Chaves Peçanha

478-502
- PDF (Portuguese)
Building knowledge about evolutionary biology in high school: operation, assimilation, and playful interaction in a pedagogical game

Fernando Aparecido de Moraes, Márlon Herbert Flora Barbosa Soares

503-525
- PDF (Portuguese)

Vol. 27 No. 1 (2022): Abril de 2022

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