Vol. 29 No. 2 (2024): Agosto de 2024

Published: 2024-09-10

About scientific culture in education. bibliometric analysis according to WoS (2000-2022)

Francisco Javier Perez Rodríguez, Osvaldo Hernández González, Sebastián Donoso Díaz

01-16
- PDF - Espanhol (Spanish)
Interaction, conversations and construction of meaning: a study on families visiting the traveling exhibition “Max Planck Science Tunnel 3.0”

Graziele Scalfi, Luisa Massarani , Bruno Rafael Santos de Cerqueira , Yan Silveira, Alessandra Bizerra

17-31
- PDF (Portuguese)
The Fractal model of the Three Pedagogical Moments in a formative process of Science and Mathematics teachers

Andresa de Jesus dos Santos, Patrícia de Jesus Santos, Miguel Guilhermino de Archanjo Junior, Simoni Tormöhlen Gehlen

32-56
- PDF (Portuguese)
Use of Historical Scientific Controversies in the Context of Physics Teaching. A Study of the Scientific Pragmadialectic Argumentation at School

Lida Milena Alvarez Garcia, Alvaro García Martínez

57-83
- PDF (Spanish)
Aspects to be considered in the audio description of physics images with a view to their understanding by people with visual impairments

Alexandre Chaves da Silva, Divanizia do Nascimento Souza

84-99
- PDF (Portuguese)
Interactions of Bion's theory in a pre-service science teacher: a psychoanalytic study from phenomenology

Débora Elisa Souza, Rita de Cássia Suart, José Bento Suart Júnior

100-130
- PDF (Portuguese)
Intuitive epistemology in university professors of natural and social sciences

Zuraya Monroy-Nasr, Rigoberto León-Sánchez

131-141
- PDF - Espanhol (Spanish)
Conceptions of Exact Science and Biological Science Graduates about the Nature of Science: a study the Views of Nature of Science Questionnaire (VNOS-C) application

Roberta Chiesa Bartelmebs, Tiago Venturi

142-165
- PDF (Portuguese)
Michael Matthews and the articulation of Science Education-History of Science in Brazil in articles published between 2002 and 2021: how are we moving towards a socio-political perspective?

Taina Carvalho, Andreia Guerra

166-186
- PDF (Portuguese)
Dialogues between official Astrophysics and the Yanomami knowledge and other cultures: is it casual what is common?

Gloria Regina Pessoa Campello Queiroz, Giselle Faur de Castro Catarino, Maria da Conceição Almeida Barbosa Lima

187-200
- PDF (Portuguese)
“So the Lights Have Bent”: Investigation of Pre-Service Teachers’ Conceptions of Science Through a Historical Narrative on the General Relativity Theory

Fernando Domingos, Alexandre Bagdonas, João Zanetic

201-230
- PDF (Portuguese)
Potentially Meaningful Teaching Unit integrated into a Study Situation: assessing the scientific knowledge of basic education students through Social Technology

Geraldo Wellington Rocha Fernandes, Gabriela Marques Barbosa, Luciana Resende Allain, Danilo Lopes Santos

231-259
- PDF (Portuguese)
A longitudinal study on the development of professional teaching identity in initial training

Jéssica dos Reis Belíssimo, Roberto Nardi

260-279
- PDF (Portuguese)
The perception of Science and Biology licenses and the fiel of Ethnic-Racial Relations

Mariana Nô Xavier, Christiana Andrea Vianna Prudêncio

280-295
- PDF (Portuguese)
Identity and teaching knowledge: An analysis from Ludwik Fleck Epistemology

Milene Santana Paixão, Jane Darley Alves dos Santos, Joseilson Alves de Paiva

296-308
- PDF (Portuguese)
Rethinking “the biological” in science education research: contributions of post-dualist feminist biologies

Bruno Tavares, Mariana Brasil Ramos, Adriana Mohr

309-336
- PDF (Portuguese)
Digital mediation and mental representations: a study on cognitive hybridization in the articulation between humans and non-humans in Natural Sciences classes

Ronnie Petter Pereira Zanatta, Nestor Cortez Saavedra Filho

337-364
- PDF (Portuguese)
The missing piece: clitoris and its (sub)representation in science and education

Maria Eduarda Melo, Matheus D'avila Schmitt, Bruno Tavares

365-393
- PDF (Portuguese)
Knowledge of students and teachers from Cuba and Portugal about solutions and changes of state

José Manuel Carmo

394-407
- PDF (Portuguese)
Socioenvironmental educommunication in the museum: exhibition, environmental knowledges and collaboration

Iván Borroto Rodríguez

408-424
- PDF - Espanhol (Spanish)
Argumentation practices for teaching and learning biodiversity: a design-based research

Gonzalo Miguel Angel Bermudez, Lía Patricia García, María Emilia Ottogalli

425-459
- PDF - Espanhol (Spanish)
Scientific Dissemination on Digital Social Networks: experiences and implications for the training of prospective Biology teachers

João Vitor Venceslau de Almeida, Andrei Steveen Moreno-Rodríguez

460-478
- PDF (Portuguese)
Interpretative study of chemistry teachers' speeches about the curriculum: concept, theories and teacher training CONCEPTO, TEORÍAS Y FORMACIÓN DOCENTE

Nayara Nogueira Soares Marra, Roberta Guimarães Corrêa

479-497
- PDF (Portuguese)
Semantics about the concept of heat in undergraduate textbooks: reflections on instructional adversities

Osmar Henrique Moura da Silva

498-514
- PDF (Portuguese)
Laboratory stations as promoters of the mobilization of epistemic practices and metacognitive manifestations

Ana Rita Mota, Fernando César Silva, Cleci Teresinha Werner da Rosa, Lúcia Helena Sasseron

515-538
- PDF (Portuguese)
Development of an Instrument for Assessing Basic Astronomy Knowledge in the Brazilian Educational Context

Marcos Paulo de Araújo Silva, Carlos Eduardo Porto Andrade, Carlos Eduardo Porto Villani

539-563
- PDF (Portuguese)
High school students' understanding of sample size and reproducibility in experimental data

Alessandro Damásio Trani Gomes

564-587
- PDF (Portuguese)
A comparative study on Critical Thinking: concepts, references and strategies for teaching and training science teachers in latin american countries

Letiane Lopes da Cruz, Roque Ismael da Costa Güllich

588-620
- PDF (Portuguese)
Problematizing the notion of proof based on studies about history of cosmology and nature of science

Alexandre Bagdonas, Antonio Marcelo Martins Maciel, Cibelle Celestino Silva, Maria Emília Faria Seabra

621-643
- PDF (Portuguese)
The concept of evaluation in natural science textbooks and its orientation towards learning

Felipe Kong Lopez, Rodolfo Hidalgo Caprile, Marcelo Garrido González

644-658
- PDF - Espanhol (Spanish)

Vol. 29 No. 2 (2024): Agosto de 2024

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