Vol. 19 No. 3 (2014): December of 2014

Published: 2014-12-31

Brazilian Student’s Perceptions of the Environmental Context

Marcia Borin da Cunha, Olga Maria Schimidt Ritter, Angela Camila Pinto Duncke, Raquel Roberta Bertoldo, Marcelo Giordan

505-515
- PDF (Português (Brasil))
Biological sciences students’ conceptions on teachin practice and on teaching research: a case study at the São Paulo University

João Rodrigo Santos da Silva, Luis Carlos Saito, Naomi Towata, Maria Elice Brzezinski Prestes, Paulo Takeo Sano, Suzana Ursi

517-530
- PDF (Português (Brasil))
Analysis of the text of a textbook of biology oriented by actor-network theory: a study on the theme “biological evolution”

Francisco Ângelo Coutinho, Fábio Augusto Rodrigues e Silva

531-539
- PDF (Português (Brasil))
Contributions of a contextualized and interdisciplinar teaching and learning proposal from the perspective of a biology teacher: possibilities of the elaboration and evaluation of a collective work.

Thais Benetti de Oliveira, Ana Maria de Andrade Caldeira

541-551
- PDF (Português (Brasil))
The Theory of Conceptual Fields: an exploration as a reference in science teacher training

Gloria Cardona Castaño, María Maite Andrés, Jesús Á. Meneses Villagrá

553-563
- PDF (Español (España))
When songs about genetics. Social representations and their impact in science learning.

Marina Mateu, Marco Antonio Moreira

565-576
- PDF (Português (Brasil))
Contributions of Science Education for construction of a positive alterity in relation to indigenous culture

Cleise Helen Botelho Koeppe, Regis Alexandre Lahm, Regina Maria Rabello Borges

577-591
- PDF (Português (Brasil))
Learning significant critical of contents of health education in students of biology of the University Upel , Caracas, Venezuela

Ivana Camejo, Dalia Diez de Tancredi

593-610
- PDF (Português (Brasil))
Concept maps as evaluation tools of the integrative construction level of meanings in the biochemistry laboratory under a constructivist approach

Julia Flores, María Concesa Caballero, Marco Antonio Moreira

611-624
- PDF (Español (España))
Teaching and investigating the use of Concept Maps as educational resource facilitator of meaningful learning for natural sciences in elementary education.

Felipa Silveir Pacífico Ribeiro de Assis Silveir

625-642
- PDF (Português (Brasil))
Guided inquiry with V diagram toward meaningful learning at primary school.

Edith Herrera San Martín, Mercè Izquierdo Aymerich

643-656
- PDF (Português (Brasil))
Empowering us of the meanings about the energy concept, in non formal educational environments

Carlos S. Buitrago, Ma. Maite Andrés

657-672
- PDF (Español (España))

Vol. 19 No. 3 (2014): December of 2014

Language