Vol. 11 No. 3 (2006): December of 2006

Published: 2016-11-06

To learn meaningfully and to classify in chemistry

María Victoria Alzate Cano

285-302
- PDF (Português (Brasil))
- PDF (Español (España))
Didactic models in the discourse of science teachers

Gislene Margaret Avelar Guimarães, Agustina Rosa Echeverría, Itamar José Moraes

303-322
- PDF (Português (Brasil))
An outline of the academic production in Biology teaching resultant from national postgraduate programs

Iône Inês Pinsson Slongo, Demétrio Delizoicov

321-341
- PDF (Português (Brasil))
Physics teaching and visual deficiency: learning activities about the concept of acceleration of gravity

Eder Pires de Camargo, Dirceu da Silva, Jomar de Barros Filho

343-364
- PDF (Português (Brasil))
Chemists’ knowledge object. Formulation, modification and abandonment of iconic model

R. Gallego Badillo, R. Pérez Miranda, A. P. Gallego Torres, L. N. Torres de Gallego

365-381
- PDF (Español (España))
Laboratory activities and physics learning at high school: an exploratory study in portuguese settings

Margarida Saraiva-Neves, Concesa Caballero, Marco Antonio Moreira

383-401
- PDF (Português (Brasil))