Vol. 24 No. 3 (2019): Dezembro de 2019

Published: 2019-12-30

Cooperative Learning in Science Teaching: A Literature Review

Guilherme Balestiero da Silva, Daniel Lino Teodoro, Salete Linhares Queiroz

01-30
- PDF (Português (Brasil))
An observational and “listening” study in public elementary education schools: the "arts of doing" the assessment of learning of natural sciences teachers

Cláudio Rejane da Silva Dantas, Neusa Teresinha Massoni

31-58
- PDF (Português (Brasil))
Amazon non-formal spaces as learning potentializers for science teaching: a perspective from Grounded Theory

Andreza Rayane Holanda Reis de Oliveira, Cirlande Cabral da Silva

59-73
- PDF (Português (Brasil))
Transitional modal routes and the teaching of representations on a molecular kinetics model

Ana Luiza de Quadros, Marcelo Giordan

74-100
- PDF (Português (Brasil))
Knowledge retention and transformation on lab activities in chemistry teachers' initial training

Fábio Peres Gonçalves, Beatriz Biagini, Renata Isabelle Guaita

101-120
- PDF (Português (Brasil))
Traditional knowledge and science teaching in Quilombola School Education: an ethnobiological study

Joaklebio Alves da Silva, Marcelo Alves Ramos

121-146
- PDF (Português (Brasil))
Meanings of Quality and Crisis of Scientific Education in Curricular Policies for Science Teaching

Clívio Pimentel Júnior, Rosanne Evangelista Dias, Maria Inez da Silva de Souza Carvalho

147-168
- PDF (Português (Brasil))
Academic Research on Biology Teacher Education in Brazil (1979-2010): Academic Production in Postgraduate Programs

Maria Aparecida Guerra Lage, Viviane Rodrigues Alves de Moraes, Ana Maria de Oliveira Cunha

169-195
- PDF (Português (Brasil))
The Theory of Registers of Semiotic Representation: Contributions to the Teaching and Learning of Physics

Luís Gomes de Lima

196-221
- PDF (Português (Brasil))
Radiations in Medicine: what do Physics textbooks of High School say?

André Coelho da Silva

222-243
- PDF (Português (Brasil))
Is there a synchronism between the conceptual contents assessed in the ENEM’s chemistry items and those proposed in the curriculum of São Paulo State?

Elisa de Oliveira Silvério Ciszevski, Eduardo Carvalho de Sousa, Elaine Pavini Cintra

244-257
- PDF (Português (Brasil))
The Theory of Concrete Utterance and the Metalinguistic Interpretation: Philosophical Backgrounds, Methodological Reflections, and Application to Science Studies and to the Research on Science Education

Nathan Willig Lima, Matheus Monteiro Nascimento, Fernanda Ostermann, Claudio José de Holanda Cavalcanti

258-281
- PDF (Português (Brasil))
Tree-dimensional modeling: reflections of future chemistry teachers for teaching and learning of enzyme-substrate interaction

Joyce Fernandes Almeida, Keila Bossolani-Kiill

282-304
- PDF (Português (Brasil))
The club of sciences as educational practice at school: a systematic review about its educational identity

Vanderlei Schmitz, Daniela Tomio

305-324
- PDF (Português (Brasil))
Biology subject in the Official Curriculum of State of São Paulo

Jennifer Caroline de Sousa

325-344
- PDF (Português (Brasil))
The non-formal space and the science teaching: a case study in the Center of Sciences and Planetarium of the State of Pará (Brazil)

Endell Menezes de Oliveira, Ana Cristina Pimentel Carneiro de Almeida

345-364
- PDF (Português (Brasil))

Vol. 24 No. 3 (2019): Dezembro de 2019

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