Vol. 27 No. 3 (2022): December of 2022

Published: 2022-12-28

Semiotic Perspective of Graphs as Promoters of Argumentation in Science Teaching

Ray Brasil Bueno de Souza, Fernanda da Rocha Brando

01-22
- PDF (Portuguese)
Epistemological obstacles in experimental activities related to physics concepts of the Ciência Hoje das Crianças magazine

Jéssica Taynara Martins, Viviane Florentino de Melo, Elrismar Gomes Oliveira

23-43
- PDF (Portuguese)
SOS: climate emergency in secondary school

Rubén Ladrera, Beatriz Robredo

44-58
- PDF (Spanish)
Spanish secondary school teachers' digital competence in COVID-19 time

Elvira Lorenzo Martín, Roberto Reinoso Tapia, Ricardo Usategui Martín, Jaime Delgado Iglesias

59-77
- PDF (Spanish)
Science Content and Curriculum in the Construction of a Materialist, Historical and Dialectical Worldview

Luciana Massi, Andriel Rodrigo Colturato, Lucas André Teixeira

78-95
- PDF (Portuguese)
Secondary school teachers’ perceived difficulties in the development of non-formal scientific activities

Jorge Martín-García, María Eugenia Dies Álvarez

96-111
- PDF (Spanish)
Scientific Cordels: Theoretical-Methodological and Propositive Assumptions for the Teaching Chemistry

Daniel Arley Santos Oliveira, Dayton Fernando Padim, Suiane Ewerling da Rosa

112-135
- PDF (Portuguese)
Integrated perspective of science education: Students’, teachers’ and parents’ perceptions

Ana V. Rodrigues, Diana Oliveira, Vanessa Martins de Souza, Valentina Piacentini

136-163
- PDF (Portuguese)
Cohesion and social inclusion as a policy in/of Chile for the teaching of natural sciences

Soledad Andrea Castillo Trittini, Rosanne Evangelista Dias

164-177
- PDF (Portuguese)
Health Intercultural Education: a desirable debate to teacher qualification

Fagner Henrique Guedes Neves, Paulo Pires de Queiroz

178-197
- PDF (Portuguese)
Concept maps in Science Teaching: stagnant or growth?

Paulo Rogério Miranda Correia, Joana Guilares de Aguiar

198-218
- PDF (Portuguese)
Articles published in the brazilian area of Science Education about Meaningful Learning: a metric study (1996-2018)

Alaércio Moura Peixoto de Jesus, Júlio César Castilho Razera, Paulo Marcelo Marini Teixeira

219-238
- PDF (Portuguese)
Explanatory causal relationships in science education and its contribution to critical thinking

?Nidia Yaneth Torres, Thiago Henrique Barnabé Corrêa, Jordi Solbes

239-253
- PDF (Spanish)
Analysis of probabilistic reasoning in future natural sciences teachers

Néstor Méndez-Hincapié, Isabel Garzón-Barragán, Julio Alejandro Castro-Moreno

254-269
- PDF (Spanish)
Contributions and limitations of teaching sequences in the form of Potentially Meaningful Teaching Units: a systematic review of the literature

Wolney Cosme Silva André, Ivoneide Mendes da Silva

270-290
- PDF (Portuguese)
Metacognitive strategies in physics teaching: analysis of a didactic intervention guided by metacognitive questions

Marivane de Oliveira Biazus, Cleci Teresinha Werner da Rosa, Luiz Marcelo Darroz

291-307
- PDF (Portuguese)

Vol. 27 No. 3 (2022): December of 2022

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