Vol. 25 No. 3 (2020): Dezembro de 2020

Published: 2020-12-26

Milk adulteration: an inquiry proposal experienced by a group of deaf students in the bilingual perspective

Carla Patricia Araújo Florentino, Pedro Miranda Junior

01-21
- PDF (Português (Brasil))
Previous knowledge on transmission and prevention of diseases in indigenous communities

Fernando Jose Tapia Luzardo, Raulimar Chiquinquirá Villasmil Araujo, Reyna Moronta Piñera, Yanice María Romero Carrasquero, Eidi Parra, Ricardo Atencio Tello, Ángela Bracho

22-40
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Interactions of School Audience in Two Different Types of Science Museums

Ebráilon Masetto, Russel Teresinha Dutra da Rosa

41-69
- PDF (Português (Brasil))
Using evolutionary concepts as a counterpoint to xenophobic manifestations

Felipe André Silva, Antônio Fernando Gouvêa da Silva, Fernando Faria Franco

70-85
- PDF (Português (Brasil))
Students actions and relationship to knowledge in Mathematics, Physics and Chemistry

Marily Aparecida Benicio, Sergio de Mello Arruda, Marinez Meneghello Passos

86-107
- PDF (Português (Brasil))
Bibliographic Research: oxy-reduction reactions according to mental models

Ângela Malvina Durand, Isabel Krey Garcia

108-144
- PDF (Português (Brasil))
Project-Based Learning as a strategy to learn about electricity: a case study in a rural Colombian school

Christian Fernney Giraldo Macías, Jesús Ángel Meneses Villagrá, María Concesa Caballero Sahelices

145-161
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Environmental Education and STS Education from a Freirean perspective: the necessary overcoming the contradiction between conservation and development

Rodrigo da Luz, Eliane dos Santos Almeida, Rosiléia Oliveira de Almeida

162-189
- PDF (Português (Brasil))
Conceptions of technology in physics teachers’ training courses

Elio Carlos Ricardo

190-208
- PDF (Português (Brasil))
The discursive production in science classes through the science communication: the case of the use of direct speech

Marcelo Giordan, Guilherme da Silva Lima

209-231
- PDF (Português (Brasil))
A pedagogical imagination exercise development from an interdisciplinary methodological proposal

Robson Kleemann, Vitor José Petry

232-251
- PDF (Português (Brasil))
Changes in teaching conceptions from a reflective postgraduate training

Nancy Edith Fernandez-Marchesi, Emilio Costillo-Borrego

252-269
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Revisiting teaching trajectories: a synergy between contexts and provisions

Alberto Villani, Elisabeth Barolli, Wilson Elmer Nascimento

270-299
- PDF (Português (Brasil))
Epistemological recognition of the professor of natural sciences: a study from metacognition

Eduardo Méndez Méndez, Yannett Arteaga Quevedo

300-322
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Investigating processes to recall knowledge in Physics through the PerFísica game

Maria Eduarda Silva da Gama Afonso, Marta Maximo-Pereira

323-343
- PDF (Português (Brasil))
Contributions and limits of the socioscientific issues Phosphoethanolamine in Science classes

Célia dos Santos Moreira, Vanessa Daiana Pedrancini

344-360
- PDF (Português (Brasil))
An analysis of Paulo Freire citations in papers on teacher training in the area of Brazilian science education [1996-2018]

Alaércio Moura Peixoto de Jesus, Júlio César Castilho Razera

361-378
- PDF (Português (Brasil))
Botanical contents in textbooks and possibilities of contextualization in the intercultural dialogue in teaching of science

Alondra Alejandra Flores-Silva, Geilsa Costa Santos Baptista, Ramón Cuevas-Guzmán, Miguel Olvera-Vargas, Ramón Mariaca-Méndez

379-396
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Professional Didactics (PD) and Didactics of Sciences and Mathematics: implications for teacher's work

Francisco Régis Vieira Alves

397-432
- PDF (Português (Brasil))
Influences of Knowledge of Nature of Science on Planning of Lessons Related to History of Science

Beatriz Carvalho Almeida, Rosária Silva Justi

433-453
- PDF (Português (Brasil))
Imaginary of future physics teachers about teaching knowledge: senses produced in the university-school interface in the Supervised Curricular Internship

Tatiana Iveth Salazar López, Roberto Nardi

454-470
- PDF (Português (Brasil))
Why is defining the focus question of concept maps important? The identification of superficial maps without conceptual errors

Adriano Nardi Conceição, Paulo Rogério Miranda Correia

471-486
- PDF (Português (Brasil))
The use of Stephen Toulmin's standard model of argumentation in science teaching within the Physics discipline: some research results and reflections from classroom debates

Ricardo Rangel Guimarães, Neusa Teresinha Massoni

487-502
- PDF (Português (Brasil))
An analysis of the students performance and the content covered in the items of Genetics and Evolutionary Biology of the National High School Exam (ENEM): curricular implications

Débora Cristina Cestaro, Maurício Urban Kleinke, Lupe Furtado Alle

503-536
- PDF (Português (Brasil))
A multidisciplinary model for the discourse analysis in chemistry classes

Ademir de Jesus Silva Júnior, Bruno Ferreira dos Santos

537-556
- PDF (Português (Brasil))
The Inference to the Best Explanation as heuristic to address historical episodes in Science Education through explanatory controversies

Renato Felix Rodrigues, Alexsandro Pereira de Pereira

557-576
- PDF (Português (Brasil))
The use of Teaching Sequences in teaching of micro-organisms: a literature review in periodics and national events

Dayane Ferreira Santos, Christiana Andrea Vianna Prudêncio

577-600
- PDF (Português (Brasil))
Investigating approaches between scientific divulgation texts and chemistry teaching books

Maria Bruna Costa de Oliveira, Leonardo Baltazar Cantanhede, Severina Coelho da Silva Cantanhede

601-615
- PDF (Português (Brasil))
Science Teacher Identity and Professional Development as a Gender Issue: Natália Flores’ Case

Adriana Martini Martins, Paulo Lima Junior

616-629
- PDF (Português (Brasil))
How do pre-service teachers address a fieldwork activity?

María José Sáez Bondía, Ángel Luis Cortés Gracia

630-645
- PDF (Español (España))

Vol. 25 No. 3 (2020): Dezembro de 2020

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