Articles on Biology Teaching

All Items

• How do teachers teach botany in high school in São José Dos Campos SP?

  Nathália Carvalho, Amanda de Mattos Pereira Mano, Jucelia Linhares Granemann de Medeiros

  https://doi.org/10.14483/23464712.21018

  245-258

• Modern synthesis and extended synthesis of biological evolution in the perspective of biological sciences academics from two brazilian universities

  Aline Alves da Silva, Lourdes Aparecida Della Justina, Maria Júlia Corazza

  https://doi.org/10.14483/23464712.16404

  553-568

• A resource about fungi for intercultural dialogue in biology teaching

  Edilaine Almeida Oliveira Silva, Geilsa Costa Santos Baptista

  https://doi.org/10.14483/23464712.11493

  142-157

• Active Methodologies: A Case Study in the Initial Education of Science and Biology Teachers

  Eduarda Maria Schneider, Jeniffer Sabrina Machado, Silvana Agüero Nunes

  https://doi.org/10.14483/23464712.19554

  444-462

• Adolescence in two science textbooks

  Mateus Souza da Luz, Solange de Fátima Reis Conterno, Gicelle Galvan Machineski, Letícia Katiane Martins, Alessandra Crystian Engles dos Reis, Fernanda Aparecida Meglhioratti

  https://doi.org/10.14483/23464712.14336

  268-283

• Analysis regarding vaccination in science textbooks

  Elizabete França, Juliane Priscila Diniz Sachs, Mariana Bolake Cavalli, Ronaldo Adriano Ribeiro da Silva, Fernanda Aparecida Meglhioratti

  https://doi.org/10.14483/23464712.19568

  71-87

• Biological evolution and creationism from the perspective of graduate students of biological sciences

  Isabela Maria Silva Leão, Fernanda de Jesus Costa, Graça Simões Carvalho, Heslley Machado Silva

  https://doi.org/10.14483/23464712.14656

  303-321

• Biological evolution: ECO-EVO-DEVO in initial teachers and researchers education

  Thais Benetti Oliveira, Ana Maria Andrade Caldeira, Fernanda Rocha Brando

  https://doi.org/10.14483/23464712.10847

  81-98

• Biology Teacher Training About the Inclusion of Deaf Students: Signs of Meaningful Learning in a Didactic Planning

  Suelen Aparecida Felicetti, Irinéa de Lourdes Batista

  https://doi.org/10.14483/23464712.20186

  560-576

• Carlos Chagas story as a resource for biology teacher training: some possibilities

  Eliane Cerdas Labarce, Fernando Bastos

  https://doi.org/10.14483/23464712.5094

  14-24

• Cell biology teaching for blind students: a proposal for inclusion UMA PROPOSTA DE INCLUSÃO

  Estéfano Vizconde Veraszto, Nathália Elisa Ferreira VICENTE

  https://doi.org/10.14483/23464712.16994

  361 - 376

• Collectives of thought about the research year in science teaching: Contributions to teacher training for the early years

  Kaliandra Pacheco de Lima, Rúbia Emmel

  https://doi.org/10.14483/23464712.20431

  11-30

• Conceptions of future biology teachers, brazilians and portuguese about ethical values in science

  Paloma Rodrigues da Silva, Elaine S. N. Nabuco de Araújo, Graça Simões de Carvalho, Ana Maria de Andrade Caldeira

  https://doi.org/10.14483/23464712.5115

  9- 20

• Conceptions of Teachers in Training on the Contextualization of Local Ecological Knowledge and Scientific Content in Classroom

  Luiz Felipe Pereira da Silva Silva, Marcelo Alves Ramos Ramos

  https://doi.org/10.14483/23464712.19351

  358-374

• Conceptual maps as potentially facilitating instruments of learning about blood systems

  Glaucia Rosely Barbosa Marin, Airton José Vinholi Júnior

  https://doi.org/10.14483/23464712.16055

• Contributions of the meanings of place to propose socio-critical educational scenarios: a study with high school students

  Yeison Andres Arboleda Piedrahita, Alma Adrinna Gómez Galindo, Alejandra García Franco

  https://doi.org/10.14483/23464712.22604

  528-544

• Different percepctions of the same climate: the question of gender in science teaching

  Job Antonio Garcia Ribeiro, Osmar Cavassam, Sandro Caramaschi

  https://doi.org/10.14483/23464712.5097

  51-62

• Discursive Regularities in a Didactic Collection Of Biology: the Genetics Teaching in its Relation “Form-Content”

  Alberto Lopo Montalvão Neto

  https://doi.org/10.14483/23464712.18943

  527-541

• Environmental autobiography as the possibility of knowledge of the “myself” in/with nature

  Ivone dos Santos Siqueira, Nívia Magalhães da Silva Freitas, Nadia Magalhães da Silva Freitas

  https://doi.org/10.14483/23464712.17132

  377 - 391

• Epistemological obstacles on water in didactic science books of sixth grade of basic education, in the PNLD 2017 of Brazil

  Natiely Quevedo dos Santos, Eduarda Maria Schneider, Lourdes Aparecida Della Justina

  https://doi.org/10.14483/23464712.13855

  376-391

• Evolution Teaching: Narratives of a Biology Teacher Who is also a Believer

  David Figueiredo de Almeida

  https://doi.org/10.14483/23464712.19851

  327-338

• Experiences of training and teaching in the light of media education: the case of the degree in biological sciences

  Virgínia Marne da Silva Araújo dos Santos, Patrícia Macedo de Castro, Ricardo Carvalho dos Santos

  https://doi.org/10.14483/23464712.22046

  e22046

• Experiencias relacionadas con la educación de personas sordas en la formación inicial del profesorado brasileño: enfoque en los estudiantes de profesorado de biología, física y química

  Raquel Alves Bozzi, Vinícius Catão, Thais Almeida Cardoso Fernandez

  https://doi.org/10.14483/23464712.22423

  578-595

• From nutrition to digestion: a contextualized proposal for the digestive system teaching

  Flávia Martho, Rafael Mendonça Duarte , Ana Carolina Biscalquini Talamoni

  https://doi.org/10.14483/23464712.18937

  607 -625

• Health Conceptions of the Teaching Community in Latin America

  Andrea Revel Chion, Paola Rosalez, Tatiana Iveth Salazar-López, María Laura Scalici, Mauricio Carrillo-Tripp

  https://doi.org/10.14483/23464712.21900

  583-600

• Herbaria as educational resources for the co-construction of botanical learning and thedevelopment of skills in agronomic engineering

  Emiliano Foresto, Rocío Belén Martin, Cesar Omar Nuñez, Maria Andrea Amuchastegui

  https://doi.org/10.14483/23464712.23645

  e23645

• How and How Many Times Were Aquaporins Discovered? A Historical-Epistemological Perspective for Disciplinary and Metascientific Teaching in Teacher Education

  Eduardo Lozano, Agustín Adúriz-Bravo

  https://doi.org/10.14483/23464712.24128

  e24128

• Human Body Representations in Didactic Books of Science

  Emerson de Lima Soares, Cátia Silene Carrazoni Lopes Viçosa, Edward Frederico Castro Pessano, Vanderlei Folmer

  https://doi.org/10.14483/23464712.12018

  55-72

• Learning about the human body through interviews: when focus groups bring school and university together

  Rodrigo de Souza Silva dos Santos, Patricia Petitinga Silva, Gabriel Ribeiro

  https://doi.org/10.14483/23464712.21218

  135-150

• A Multidimensional Perspective on Biodiversity Preconceptions in Mexican High School Students

  Cristian Yasser Martínez Rodríguez, Karen Melissa Polanco Zuleta

  https://doi.org/10.14483/23464712.20296

  424-443

• A Multireferential Approach to HACRE: Possible Links Between Chemistry and Health

  Martín Pérgola, Andrea Revel Chion

  https://doi.org/10.14483/23464712.21444

  273-289

• Natural foods vs artificial foods: ¿a real problem of nutrition?

  Milena Ruiz

  https://doi.org/10.14483/23464712.7313

  62 - 77

• POPULATION GROWTH: A PEDAGOGICAL PROPOSAL TO ADDRESS BIOLOGY, MATHEMATICS AND ICTs

  Jairo Gonçalves Carlos, Diana Fabiola Moreno Sierra, Aguinaldo Robinson de Souza

  https://doi.org/10.14483/23464712.5211

  8 - 22
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  Proposition of diagnostic tool to provide indicatives about the understanding of biological knowledge and their interrelationships

  Ana Maria de Andrade Caldeira, Paloma Rodrigues Siebert, André Luis Corrêa, Fernanda Aparecida Meglhioratti, Fernanda da Rocha Brando, Fúlvia Eloá Maricato, Lourdes Aparecida Della Justina, Mariana Aparecida Bologna Soares de Andrade, Thais Benetti de Oliveira, Thais Gimenez da Silva Augusto

  https://doi.org/10.14483/udistrital.jour.gdla.2016.v11n1.a9

  128-146

• Relationship Of Self-Efficacy Beliefs With Emotions, Coping Strategies And Emotional Intelligence In Initial Teacher Education

  João Paulo de Menezes

  https://doi.org/10.14483/23464712.18590

  317 - 331

• Representations (and contexts) of Biodiversity in Curricular Documents in the State of Bahia, Brazil

  Rogério Soares, Fabiane Barreto Souza, Lázaro Araújo Santos, Lilian Boccardo

  https://doi.org/10.14483/23464712.21905

  e21905

• Representations of Multiple Intelligences in the Activities Present in Biology Textbooks

  Regina Braga Silva, João Paulo de Menezes

  https://doi.org/10.14483/23464712.19718

  234-243

• A Rubric to Evaluate the Knowledge About the Living Being Model in Training Teachers

  Rosa Esperanza Galera Flores, José María Oliva Martínez, Natalia Jiménez Tenorio

  https://doi.org/10.14483/23464712.18920

  210-228

• Science as a socio-citizen theme in the initial training of teachers of biological sciences

  Bruna Ambros Baccin, Raiane da Rosa Dutra, Renato Xavier Coutinho

  https://doi.org/10.14483/23464712.14821

  426-443

• Science Club as a Strategy for Initiation and Dissemination of Science in Basic Education in Brazil

  Carolina Machado Rocha Busch Pereira, Rodney Haulien Oliveira Viana, Nilciane Pinto Ribeiro de Sousa, Denis Ricardo Carloto

  https://doi.org/10.14483/23464712.20795

  463-474

• Scientific controversies regarding industrial melanism: analysis of the theme in textbooks approved by pnld 2018

  Lucyana Nayara Afonso Silva, Mariana Aparecida Bologna Soares de Andrade

  https://doi.org/10.14483/23464712.17037

  626 - 642

• Student atitudes towards living beings and acosystems

  David Figueiredo de Almeida, Yolanda Maria Barros Marcello, Anthony Basílio Dalmácio Cordeiro, Nayron Costa Alves

  https://doi.org/10.14483/23464712.13185

  80-87

• Student perceptions of the technical course in administration issued in high school, in relation with the use of practices in agroecology in the teaching of biology and environmental management

  Gustavo da Fonseca

  https://doi.org/10.14483/jour.gdla.2014.2.a06

  79-96

• Study of social representations on Herpetofauna in fundamental education using the free evocation test (EVOC)

  Leonardo Airton Ressel Simões, Suelen Bomfim Nobre

  https://doi.org/10.14483/23464712.15196

  493-500

• Teacher actions related to learning resources used in biological sciences education classes

  Geovana Caldeira Lourenço, Marinez Menghello Passos, Sergio de Mello Arruda

  https://doi.org/10.14483/23464712.17479

  487 - 503

• Teacher education for working with the theme sexuality in school everyday

  Rosemary Rodrigues de Oliveira, Ana Paula Leiva Brancaleoni, Tatiana Noronha de Souza

  https://doi.org/10.14483/23464712.5148

  34 - 49

• Teacher training in sciences: an analysis of courses' syllabus' discourses about environmental education

  María Angélica Mejía-Cáceres, Carolina Andrade, Laísa María Freire

  https://doi.org/10.14483/23464712.14688

  477-492

• The conceptions about analogies in the discourse of teachers training in biological science

  Hederson Aparecido de Almeida

  https://doi.org/10.14483/23464712.14401

  101-117

• The concepts of environment, environment and natures in the context of environmental issue: defining meanings

  Job Antonio Garcia Ribeiro, Osmar Cavassan

  https://doi.org/10.14483/23464712.5149

  61 - 76

• The consideration of cultural diversity in science education: perception of future teachers

  Camilla Ferreira Amorim, Geilsa Baptista

  https://doi.org/10.14483/23464712.14939

  444-459

• The impact of social distancing on academic life: experiences of biological sciences students

  João Victor dos Anjos Almeida, Thais Gimenez da Silva Augusto

  https://doi.org/10.14483/23464712.21836

  480-495

• The importance of a lipid monolayer model of archaeal membrane to cell biology courses in brazil

  Andrey do Nascimento Vieira, Alice Sampaio Barreto da Rocha , Manuel Gustavo Leitão Ribeiro

  https://doi.org/10.14483/23464712.18604

  74 - 89

• The Influence Of The School Context And The Students Physical Profile In The Knowledge Of Non-Communicable Chronic Diseases

  Loreanne dos Santos Silva , Simone lara, Susane Graup

  https://doi.org/10.14483/23464712.16669

  345 - 360

• The internship in the training of science and biology teachers: experiences lived by teachers during the covid-19 pandemic

  Marcos Vinícius Ferreira Vilela, Michel Mendes, Zilene Moreira Pereira Soares

  https://doi.org/10.14483/23464712.17831

  36-52

• The pampa biome in the pedagogical project of a degree course in natural sciences in rio grande do sul state

  Maurício Cendón do Nascimento Ávila, Márcio da Mota Machado Filho, Luiz Guilherme Lucho de Araujo, Edward Frederico Castro Pessano

  https://doi.org/10.14483/23464712.17689

  636-650

• The teaching of biodiversity: trends and challenges in pedagogical experiences

  Yonier Alexander Orozco Marín

  https://doi.org/10.14483/23464712.11599

  173-185

• The use of Charges as an instrument to identify individual conceptions and social representations about Dengue

  Camila Brito Galvão, Carlos Alberto de Oliveira Magalhães Júnior, Graça Simões de Carvalho

  https://doi.org/10.14483/10.14483/jour.gdla.2015.1.a01

  16-25

• THEMES IN RESEARCH ON TEACHER TRAINING FOR ENVIRONMENTAL EDUCATION IN BRAZIL: a Study of monographs and dissertations in education area and, science and mathematics teaching (2003-2007)

  Daniele Cristina de Souza

  https://doi.org/10.14483/23464712.5119

  49- 61

• Treatment of socio-scientific problems in training biology teachers: some aspects

  Michael Pisa Carnio

  https://doi.org/10.14483/23464712.5117

  21- 33

• What knowledges are worked to cover gaps in initial teacher training about history of science?

  Bruno Tadashi Takahashi, Fernando Bastos

  https://doi.org/10.14483/23464712.5098

  63-70