Vol. 16 No. 1 (2011): March of 2011

Published: 2016-07-21

Multimodes and multiple representations: theoretical frameworks and semiotic perspectives for scientific concepts learning

Carlos Eduardo Laburú, Osmar Henrique Moura da Silva

7-33
- PDF (Português (Brasil))
Discursive play in the appropriation of scientific language by undergraduate research chemistry students

Luciana Massi, Salete Linhares Queiroz

35-57
- PDF (Português (Brasil))
Scientific Literacy: a bibliographical review

Lúcia Helena Sasseron, Anna Maria Pessoa de Carvalho

59-77
- PDF (Português (Brasil))
The meaning making about inquiry based teaching in a science teacher preparation program

Eliane Ferreira de Sá, Maria Emília Caixeta de Castro Lima, Orlando Aguiar Jr.

79-102
- PDF (Português (Brasil))
Different Points of View Concerning the Didactic Transposition

Késia Caroline Ramires Neves, Rui Marcos de Oliveira Barros

103-115
- PDF (Português (Brasil))
Mathematics teaching, Mathematics history and Meaningful Learning: a possible combination

Cauê Roratto, Clélia Maria Ignatius Nogueira, Lílian Akemi Kato

117-142
- PDF (Português (Brasil))
Chemistry Teaching and Environment: the dialogues present in the Revista Química Nova na Escola – QNEsc

Rose Mary Latini, Adryana da Conceição Sousa

143-159
- PDF (Português (Brasil))
Analysing a reading strategy based on the elaboration of questions and the pair of answers and questions

Wilmo Ernesto Francisco Junior

161-175
- PDF (Português (Brasil))