Papers on Chemistry Teaching

All Items

• A continuos chemistry teacher training learning experience based on the nature of science and technology

  Zenahir Siso Pavón, Iván Sánchez Soto, Luigi Cuéllar Fernández

  https://doi.org/10.14483/23464712.13441

  229-252

• A proposal to study “the structure of matter” based on the perspective of science-technology-society-environment (STSE)

  Yair Alexander Porras Contreras

  https://doi.org/10.14483/23464712.7315

  88 - 95

• A Science-Technology-Society focus in teaching sciences: What technology are we talking about from this perspective in our teaching practice?

  Ruth do Nascimento Firme

  https://doi.org/10.14483/23464712.14300

  65-82

• Accessible pedagogical resources for teaching chemistry to visually impaired students: a systematic review between 2007 and 2022

  Lidivânia Silva Freitas Mesquita, Ana Karine Portela Vasconcelos

  https://doi.org/10.14483/23464712.19132

  11-26

• Achievement goals in the classroom and their possible influence on motivational patterns for chemistry learning in two Brazilian high schools

  Denilson Mendes de Oliveira, Vinícius Catão

  https://doi.org/10.14483/udistrital.jour.gdla.2017.v12n2.a3

  50-68

• Analysis of argumentative structures built by students of high school about the issue of local use of water in Cajica's fences

  Juan Camilo Beltrán Martínez, Leonardo Fabio Martínez Pérez

  https://doi.org/10.14483/23464712.7317

  103 - 113

• Analysis of practical laboratory works prepared by future teachers of natural sciences

  Erica Gabriela Zorrilla, Laura Morales, Claudia Alejandra Mazzitelli, Adela del Carmen Olivera

  https://doi.org/10.14483/23464712.13750

  286-302

• Analysis of training chemistry teacher´s knowledge about teaching strategies: the experience as a student and reflection as a teacher

  Gildo Girotto Júnior, Marcela Aparecida de Paula, Deborah Rean Carreiro Matazo

  https://doi.org/10.14483/23464712.13123

  35-50

• Anxiety as a theme in chemistry education: a possibility for critical formation through the integrative scenario

  Brenda Zamerim Oliveira, Elisa Prestes Massena

  https://doi.org/10.14483/23464712.21677

  462-479

• Categorizing Learning Outcomes in Chemistry with the Use Of Conceptual Maps

  Alex Eder da Rocha Mazzuco, Aliane Loureiro Krassmann, Eliseo Berni Reategui, Raquel Salcedo Gomes

  https://doi.org/10.14483/23464712.17970

  389-404

• Chemistry experimentation in high school: student and teacher perceptions and conceptions

  Geórgia Cristiane Zimmer, Vanderlei Folmer, Mara Regina Bonini Marzari, Quelen Colman Espíndola Lima

  https://doi.org/10.14483/23464712.16210

  594-605

• Chemistry with signs: the teaching of chemistry for deaf students through website

  Luana Melka Vanderlei Leão Ferreira, Maria Cleide da Silva Barroso, Caroline de Goes Sampaio

  https://doi.org/10.14483/23464712.13778

  531-546

• Co-Op Co-Op cooperative learning method in the teaching of chemistry: a possibility for the study of organic functions

  Raimundo Kauê Monteiro Furtado, Leonardo Baltazar Cantanhede, Severina Coelho da Silva Cantanhede

  https://doi.org/10.14483/23464712.16203

• Conceptualization and semantic gravity in the construction of scientific explanations in a science classroom: a case study

  Guillermo Cutrera, Marta Massa, Silvia Stipcich

  https://doi.org/10.14483/23464712.15534

• Current trends in brazilian research in chemistry teaching: a state of knowledge of specific journals

  Thais Adrianne Silva Reinaldo, Gabriela Martins Piva, Andressa Algayer da Silva Moretti, Ana Maria de Andrade Caldeira, Roberto Nardi

  https://doi.org/10.14483/23464712.17177

  465 - 486

• Development of argumentative competence through decisions making of socio-scientific questions : "use and marketing of PVC"

  Lady Carolina Achury, Jenny Alvarez Hoyos

  https://doi.org/10.14483/udistrital.jour.GDLA.2015.1.a04

  56-72

• Development of Technological and Pedagogical Content Knowledge of the Chemistry by Teachers in Training Through the Reflection of PaP-eRs and Videos

  Boris Fernando Candela

  https://doi.org/10.14483/23464712.12177

  101-119

• Dicumba - Learning by Classroom Research: the Scientific Knowledge of Chemistry in the Sociocultural Context of the Student

  Everton Bedin, José Claudio Del Pino

  https://doi.org/10.14483/23464712.13055

  338-352

• Dicumba Methodology and Contextualization in Chemistry Teaching

  Débora Luana Kurz, Betina Stockmanns, Everton Bedin

  https://doi.org/10.14483/23464712.16803

  230 - 245

• Didactic Models of Redox Reactions: An Investigation in Chemistry Textbooks

  Anike A Arnaud, Carmen Fernandez

  https://doi.org/10.14483/23464712.21421

  520-532

• Documentation of the pedagogical and technological content knowledge of an exemplary chemistry teacher during the implementation of a learning object

  Boris Fernando Candela Rodríguez

  https://doi.org/10.14483/23464712.13131

  143-161

• Educating pre-service teachers from understandings about the nature of science and scientific inquiry

  Letícia Manica Grando, Fernanda Aparecida Meglhioratti

  https://doi.org/10.14483/23464712.15425

• Environmental contents in the teaching of chemistry: an analysis in standards, educational books, and assessment matrices in Brazil

  Diana Lineth Parga Lozano

  https://doi.org/10.14483/23464712.10848

  117-130

• Environmental dimension: an inclusion necessary for education of chemistry teachers

  Diana Parga, William Mora, Yiny Cárdenas

  https://doi.org/10.14483/23464712.7310

  38 - 46

• Epistemology of Paulo Freire and Edgar Morin as a support for the construction of a STSE proposal

  Severina Coelho da Silva Cantanhede, Ivanise Maria Rizzatti, Leonardo Baltazar Cantanhede

  https://doi.org/10.14483/23464712.18788

  188-204

• 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

• Exploratory Study on the Retention Rate in the General Chemistry Course in the Teacher’s Education Program of Sciences at the Institute of Health and Biotechnology of Amazon State

  Leandra Protázio Rocha, Vera Lúcia Imbiriba Bentes, Klenicy Kazumy de Lima Yamaguchi

  https://doi.org/10.14483/23464712.20790

  475-491

• Implementation of the strategy "research learning" through an experimental problem of escheomometry

  Liz Ledier Aldana Granados, Jenny Marcela Mikan Castro, Diego Javier Mejia Serna

  https://doi.org/10.14483/23464712.5215

  55 - 66

• Initial training of chemistry teachers: laboratory experiences for teaching

  Liz Mayoli Muñoz Albarracin

  https://doi.org/10.14483/23464712.5213

  34 - 42

• Intercultural science: teaching chemical reactions in eight grade in dialogue with the knowledge of Misak community.

  Sol Alejandra Quintero Cano

  https://doi.org/10.14483/23464712.22034

  513-527

• Interview with Alvaro Chrispino

  Olga Castiblanco, Alvaro Chrispino

  https://doi.org/10.14483/23464712.13680

  195-200

• Interview with Diana Parga

  Diego Fabian Vizcaino

  https://doi.org/10.14483/23464712.5232

  7 - 11

• Interview with Vicente Talanquer

  Olga Lucia Castiblanco Abril, Vicente Talanquer

  https://doi.org/10.14483/23464712.11392

  6-12

• Investigative activity from the perspective of meaningful learning: an application to elementary school in accordance with nutritional facts

  Andreia Freitas Zômpero, Helenara Regina Sampaio, Carlos Eduardo Laburú, Carlos Souza Gonçalves

  https://doi.org/10.14483/jour.gdla.2014.2.a01

  10-21

• Investigative teaching combustion. SCAMPER technique and the scientific phenomenon of transformation in engines

  Marcello Ferreira, José Aírton Mesquita-Pinto, Roberto Vinícios Lessa do Couto, André Luís Silva da Silva

  https://doi.org/10.14483/23464712.23485

  400-418

• Linguistic and didactic analysis of a science text as a basis for the proposal of reading activities

  María de los Ángeles Bizzio, Ana María Guirado, Carla Inés Maturano Arrabal, María Amalia Soliveres

  https://doi.org/10.14483/23464712.16743

• Ludic use in science teaching: didactic game on atmospheric chemistry

  Caroline Medeiros Martins de Almeida, Tania Renata Prochnow, Paulo Tadeu Campos Lopes

  https://doi.org/10.14483/udistrital.jour.gdla.2016.v11n2.a5

  228-239

• Modeling and the History of Science: A Pedagogical Approach to the Atomic Structure in the 9th Grade of Elementary School

  Lucas Pereira Gandra, Geilson Rodrigues da Silva

  https://doi.org/10.14483/23464712.11585

  14-32

• 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

• Music and poetry as cognitive mediators in chemistry learning: an interdisciplinary approach in high school

  Dr, Gabriella Maria Candida Feliciano Dias

  https://doi.org/10.14483/23464712.23299

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

  Milena Ruiz

  https://doi.org/10.14483/23464712.7313

  62 - 77

• Nutritional value of foods: a situation of study to contextualization and interdisciplinarity in science teaching

  Marli Spat Taha, Alexandre de Souza Javorsky, Cátia Silene Carrazoni Lopes Viçosa, Emerson de Lima Soares, Maristela Cortez Sawitzki

  https://doi.org/10.14483/23464712.11442

  131-141

• Pedagogical Content Knowledge in Chemical Nomenclature: Case Study of a Vocational Media Teacher in Colombia

  William Fernando Moreno Torres

  https://doi.org/10.14483/23464712.18502

  345-357

• Perceptions of secondary education students about youtube as an information source for physics and chemistry

  Daniel Valverde-Crespo, Joaquín González Sánchez

  https://doi.org/10.14483/23464712.19738

  189-208

• Proposal of sciences teaching to contribute to the construction of a culture for sociopolitical action

  Boris Fernando Candela

  https://doi.org/10.14483/23464712.22148

  302-320

• Reconfiguring the curriculum and discussing ethnic-racial issues in a technical course

  Sara Souza Pimenta, Andrei Steveen Moreno Rodriguez, Elisa Prestes Massena

  https://doi.org/10.14483/23464712.15810

• Relationship between analogical thinking competence and competence in modeling about chemical change

  María del Mar Aragón-Méndez, José María Oliva

  https://doi.org/10.14483/23464712.14441

  83-100

• Scientific enculturation since argumentation: one socio-scientific question on aesthetic implants

  Ingrid Xiomara Carvajal, Leonardo Fabio Martínez

  https://doi.org/10.14483/23464712.7316

  96 - 102

• Self-medication as a topic of study situation

  Roberta Conceição Bomfim, Elisa Prestes Massena

  https://doi.org/10.14483/23464712.13519

  360-375

• Sociocientific issue: a strategy for the development of argumentation in chemistry classes

  Thiara Vanessa da Silva Barbosa, Verônica Tavares Santos Batinga

  https://doi.org/10.14483/23464712.16059

• State of knowledge: indigenous culture and history in chemistry teaching in brazil

  Fernando Rocha da Costa, Eullir da Silva Bento, Ednardo Monteiro Gonzaga do Monti

  https://doi.org/10.14483/23464712.23627

• Students' Perceptions About a Metacognitive Activity Involving the Concept of the Amount of Substance

  Jadis Henrique Picirilli da Silva, Solange Wagner Locatelli

  https://doi.org/10.14483/23464712.17993

  335-344

• Teaching chemistry based on the context: what do teachers in training say?

  Aline de Souza Janerine, Ana Luiza de Quadros

  https://doi.org/10.14483/23464712.15195

  517-530

• The active methodology pogil for the conceptual understanding of chemical equilibrium in high school

  Luiz Fernando Pereira, Marcia Teixeira Barroso, Fernando José Volpi Eusébio Oliveira

  https://doi.org/10.14483/23464712.16246

• The case of reservoir of Muña seen from the perspective science-technology-society-environmental (stse), through cooperative learning of the concept of chemical solution

  Edna Milena Capera Silva

  https://doi.org/10.14483/23464712.7314

  78 - 87

• The investigative approach to teaching chemistry: analysis of teachers’ perceptions about inquiry based learning

  Antonio Aparecido Vital Junior, Andreia de Freitas Zompero

  https://doi.org/10.14483/23464712.21756

  496-512

• The knowledge of future teachers of chemistry on the logical procedure to define concepts

  Isauro Beltrán Núnez, Sandro Damião Ribeiro da Silva

  https://doi.org/10.14483/23464712.14143

  322-338

• The Pedagogical Content Knowledge and the Model of Pedagogical Reasoning and Action of a Pre-service Chemistry Teacher

  Viviane Arrigo, Álvaro Lorencini Júnior, Fabiele Cristiane Dias Broietti, Leila Inês Follmann Freire

  https://doi.org/10.14483/23464712.19428

  257-273

• The Phenomena Explanations from the Study of the Medicinal Flora Used in the Pandemic in Northern Colombia

  Emilio José Arrieta García

  https://doi.org/10.14483/23464712.18979

  229-243

• The Rio Uruguay as of contextualization theme for teaching in a unit of restriction of freedom for teenagers

  Edward Frederico Castro Pessano, Eliziane da Silva Dávila, Daniel Morin Ocampo, Cynara Terezinha Teixeira Miralha, Vanderlei Folmer, Robson Luiz Puntel

  https://doi.org/10.14483/udistrital.jour.GDLA.2015.1.a05

  74-101

• The Strategy of Writing to Learn: The Case of Chemical Equilibrium

  Lucy Margoth Ortiz Cáceres, Boris Fernando Candela Rodriguez

  https://doi.org/10.14483/23464712.16531

  168 - 183

• Thematic workshop carbohydrates, using the three pedagogical moments as a didactic strategy for learning chemistry

  Jennifer Alejandra Suárez Silva, Mara Elisa Fortes Braibante

  https://doi.org/10.14483/23464712.17627

  622-635

• Visual representations associated with the chemical bond in secondary textbooks in Argentina

  María José Flores Córdoba, Carina Alejandra Rudolph, Carla Inés Maturano Arrabal

  https://doi.org/10.14483/23464712.21714

  282-301