Vol. 17 No. 2 (2012): August of 2012

Published: 2016-07-13

Operative and predicative forms of knowledge

Gérard Vergnaud

287-304
- PDF (Português (Brasil))
A review about the use of concept maps as learning and evaluation strategy

Adriana Marques Toigo, Marco Antonio Moreira, Sayonara Salvador Cabral da Costa

305-339
- PDF (Português (Brasil))
Computational models in physics teaching: a framework

Ives Solano Araujo, Eliane Angela Veit, Marco Antonio Moreira

341-366
- PDF (Português (Brasil))
Thematic approach: an analysis of the issues that oriented the choice of themes in the study situation

Karine Raquiel Halmenschlager, Carlos Alberto Souza

367-384
- PDF (Português (Brasil))
A theoretical-experimental proposal, in teaching sequences about intermolecular interactions on teaching chemistry using variations of the test of adulteration in gasoline and urucum dyes

Ademir de Souza Pereira, Dario Xavier Pires

385-413
- PDF (Português (Brasil))
Professional practical knowledge on the evolution of a collage physics course in the school research approach, in the light of the gradualness hypothesis

John Freddy Ramírez Casallas

415-433
- PDF (Português (Brasil))
Intuitive physics knowledge, physics problem solving and the role of mathematical equations

Laura Buteler, Enrique Coleoni

435-452
- PDF (Português (Brasil))
Teachers’ interactions and mathematics learning within a virtual environment

Aline Terra Salles, Marcelo Almeida Bairral

453-466
- PDF (Português (Brasil))
The inter and intra-collective circulation of knowledge on experimental activities in professional development and the training of chemistry teacher trainers

Fábio Peres Gonçalves, Carlos Alberto Marques

467-488
- PDF (Português (Brasil))
Teaching of Physics in Elementary School: analysis of reasoning in solving “physical activity knowledge”

Pedro Junior Donizete Colombo, Ariane Baffa Lourenço, Lúcia Helena Sasseron, Anna Maria Pessoa de Carvalho

489-507
- PDF (Português (Brasil))
Contextualization in Science teaching: the voices of those involved in creating theoretical and methodological texts for the ENEM (Exame Nacional do Ensino Médio [National High-school Exam])

Carolina dos Santos Fernandes, Carlos Alberto Marques

509-527
- PDF (Português (Brasil))
Applying the model of science knowledge for teaching about cell – an instrumental case study

Carla Susana Santos, Rute Monteiro

529-543
- PDF (Português (Brasil))

Vol. 17 No. 2 (2012): August of 2012

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