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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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 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