Vol. 25 No. 1 (2020): Abril de 2020

Published: 2020-05-01

Reflection, a Fundamental Part in Teaching Mediation for the Teaching of Sciences: A Specific Case of the Concept Matter

Edgar Andrés Espinosa Ríos, Angie Zuleidy Aguirre Arias

01-26
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Use of animals in teaching: a case study in Biological Sciences courses

Desirrèe Farias Costa, Mariana Guelero do Valle

27-40
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Didactic-pedagogical strategies for the teaching-learning of genetics

Sara de Souza Pereira, Joyciane Santiago da Cunha, Eldianne Moreira Lima

41-59
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Metacognitive questioning associated with the inquiry-based didactic approach: analysis of a Science activity in elementary school

Cleci Teresinha Werner da Rosa, Jesús Angel Meneses Villagrá

60-76
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Podcasts and the interest by Sciences

George Francisco Santiago Martin, Anderson Camatari Vilas Boas, Sergio de Mello Arruda, Marinez Meneghello Passos

77-98
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Conceptualization and curriculum coherence in science education: A proposal of pedagogical intervention

Ana Maria Morais, Isabel Pestana Neves, Sílvia Ferreira, Margarida Afonso, Preciosa Silva

99-119
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The concept of energy in Journals of the Sciences Education area: the discussion of the Energy concept/degradation in Freire-STS educational perspective practices

Taís Regina Hansen, Daniel Marsango, Débora Larissa Brum, Kátia Slodkowski Clerici, Rosemar Ayres dos Santos

120-139
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The diversity of intervention research within the academic production in biology education: a theoretical-methodological analysis

Paulo Marcelo Marini Teixeira

140-158
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Strengthening scientific competence “identifying” in second grade students through a learning environment enhanced by ICT from a perspective of didactic mediation

Karin Viviana Ruíz Carmona, Edgar Andrés Espinosa Ríos

159-191
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The Study of Chemical Transformations: An Analysis of Conceptual Change at the Beginning of High School

Daniela Rodrigues da Silva, Juan Ignacio Pozo, José Cláudio Del Pino

192-212
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Science, ideology, literature and eugenics: approaches between the biological ideas of Renato Kehl and the scientific discourse of the book “O Presidente Negro”, of Monteiro Lobato

Leonardo Turazzi Tramontina, Fernanda Aparecida Meglhioratti

213-238
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Genetic complexity and the expression of human skin color, eye color, and height: didactic transposition

Fernanda Franzolin, Luana de Souza Prochazka, Ana Paula Zampieri Silva de Pietri, Graça Simões de Carvalho

239-261
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Model of Educational Reconstruction as a Theoretical and Methodological contribution to the Design of Environments of Science Teaching and Learning

Michelle Garcia da Silva, Helaine Sivini Ferreira

262-281
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Education for sexuality and initial teacher training: an investigation in curricular matrices of the graduation courses in biological sciences

Matheus Vitor, Virgínia Iara de Andrade Maistro, Andréia de Freitas Zômpero

282-305
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Communicative process in a teacher training course: an analysis based on the argumentary principles of Perelman and Olbrechts-Tyteca

João Manoel da Silva Malheiro, Odete Pacubi Baierl Teixeira

306-328
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The values in the research in Science Education and indicative for an ethical-critical educational practice

Jefferson da Silva Santos, Simoni Tormohlen Gehlen

329-357
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Galvani, Volta and the Crucial Experiments: The Emblematic Controversy of Animal Electricity

Anabel Cardoso Raicik

358-383
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A Possible definition of metacognition for the teaching of sciences

Gaston Pérez, Leonardo Martin González Galli

384-404
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Analysis of the board game experience with “Galápagos” for teaching biologic evolution contents

Samuel Itxai Silva Lobo, Gabriel Menezes Viana

405-420
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Socio-formative profile of the supervisors, heterogeneity and social hierarchy in the Teaching area of CAPES

Luciana Massi, Helena Carvalho, Marcelo Giordan

421-432
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Vol. 25 No. 1 (2020): Abril de 2020

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