Papers on Science Teaching

All Items

• A conflictive student for many people, is actually a character with much to give

  Leidy Nataly Mateus Aguilera

  https://doi.org/10.14483/23464712.5225

  62-68

• A proposal to integrate teacher digital competencies and professional knowledge associated with PCK and TPACK

  Gildo Girotto Girotto Júnior, Carla Morais, Luciane Fernandes Goes, Guilherme Gonçalves Costa

  https://doi.org/10.14483/23464712.22023

  337-367

• 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

• Adaptation of the methodological instrument of the representation of the content (CORE) to the theoretical framework of TPCK

  Boris Fernando Candela

  https://doi.org/10.14483/23464712.11175

  158-172

• An Analysis of the Interdisciplinarity Theme in the Main Brazilian Journals on Science Education

  Guilherme do Amaral Carneiro, Carlos Roberto Cardoso Ferreira, Fernanda Cristina Pansera, Rian Stenico Beduschi

  https://doi.org/10.14483/23464712.11961

  73-85

• 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

• Approach on Environmental Education in the Educational Project of Undergraduate Courses of the Instituto Federal de Mato Grosso - Campus Confresa

  Gisllaynne Rayanne Borges Coelho, Thiago Beirigo Lopes, Ana Claudia Tasinaffo Alves

  https://doi.org/10.14483/23464712.19190

  455-465

• Approaches between the anthropological theory of didactics and the training of teachers for teaching by research

  Joelma Dos Santos Garcia Delgado, Cristiano Figueiredo Dos Santos, Vera De Mattos Machado

  https://doi.org/10.14483/23464712.16963

  606-621

• Argumentation in Teaching Practice: Life Stories. Interview with Silvia Spitich

  Wilmar Francisco Ramos

  https://doi.org/10.14483/23464712.7308

  7 - 12

• Argumentation, communication and fallacies: a pragmatic-dialectical perspective. Authors: Frans H. van Eemeren and Rob Grootendorst

  Wilmar Francisco Ramos

  https://doi.org/10.14483/23464712.14123

  162-164

• Assessment Instruments for Meaningful Learning: An Analysis from the Natural Sciences

  Andrés Guillermo Chavarro Rivera

  https://doi.org/10.14483/23464712.23204

  e23204

• 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

• Brazilian biomes: occupied space as a research topic in postgraduate science programs

  Débora Velasque de Souza, Fernando Icaro Jorge Cunha, Luis Roberval Bortoluzzi Castro, Ailton Jesus Dinardi

  https://doi.org/10.14483/23464712.18938

  114-133

• Brazilian Science and Health Education: Report of a Teaching Practice Involving Classroom Research

  Paola Cazzanelli, Rodrigo Sychocki da Silva

  https://doi.org/10.14483/23464712.19139

  244-256

• Building school knowledge in natural sciences from questions: an experience in a rural context. Author: Diana Fabiola Moreno Sierra

  Leonardo Fabio Martínez Pérez

  https://doi.org/10.14483/23464712.12280

  204-207

• Can we teach students to think like scientists while learning science?

  Eugenia Etkina

  https://doi.org/10.14483/23464712.14616

  220-223

• Children’s perceptions of early childhood education About science and scientist’s concepts

  Fernanda do Amaral Ximendes, Edward Frederico Castro Pessano

  https://doi.org/10.14483/23464712.17137

  451 - 464

• Cognitive Skills Presented by Students Participating in a Project of Scientific Initiation in High School

  Andreia de Freitas Zompero, Tiago Henrique dos Santos Garbim, Cinthia Hoch Batista de Souza, Diliane Barrichelo

  https://doi.org/10.14483/23464712.12838

  325-337

• 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

• Conception of elementary school teachers about the nature of science and experimental activities

  Geovana Luiza kliemann, Maria Madalena Dullius, Italo Gabriel Neide

  https://doi.org/10.14483/23464712.17388

  45 - 58

• Conceptions of science and its teaching in non-licensed rural teachers in the area under the escuela nueva model

  FREDY ADRIAN RAMÍREZ NARVÁEZ, Richar Gregorio Blanquicet Macea, Natalia Ramírez Agudelo

  https://doi.org/10.14483/23464712.17390

  105 - 121

• Contextualization of the previous/traditional knowledge of quilombolas students: What do science teachers say?

  Joaklebio Alves da Silva, Marcelo Alves Ramos

  https://doi.org/10.14483/23464712.14319

  152-170

• Contributions of Baruch Spinoza to the science

  Mariza da Rosa, Carla Mariely Rosa, Vanderlei Folmer

  https://doi.org/10.14483/23464712.20750

  151-164

• 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

• Contributions to classical physics by the de mundi systemate in the light of brasilian scientific writings

  Ana Clara Souza Araújo, Mairton Cavalcante Romeu

  https://doi.org/10.14483/23464712.22422

  321-336

• Convergence aspects of the critical thought and socio-scientific issues

  Nidia Yaneth Torres Merchán, Jordi Solbes Matarredona

  https://doi.org/10.14483/23464712.7312

  54 - 61

• Critical thinking in the training of natural science teachers

  Olga Lucia Castiblanco Abril

  https://doi.org/10.14483/23464712.14117

  5-6

• Curriculum integration in the conceptions of teachers of the agricultural technical course articulated to high school

  Denise Dalmás Rodrigues, Maria Cristina Pansera de Araújo

  https://doi.org/10.14483/udistrital.jour.gdla.2017.v12n1.a1

  13-26

• Curriculum: between utopia and reality. Author: Angel Diaz Barriga

  Martha Velazco

  https://doi.org/10.14483/23464712.13681

  353-357

• Developing concepts and attitudes about interdisciplinarity: teaching strategy for using tangram game in the initial training of science teachers

  Andréa Inês Goldschmidt, Laura Oestreich, Eduarda Breunig, Mathes Gutler Paim

  https://doi.org/10.14483/23464712.18141

  67-83

• Didactic Experimentation And The "Manual Do Mundo" From The Point Of View Of Natural Science Teachers

  Wanessa, Jeane Cristina Gomes Rotta

  https://doi.org/10.14483/23464712.18213

  407 - 423

• Didactic Sequence around Concepts of Light and Waves Based on Deductive-Dialectical Learning in a Process of Popular Education

  Ivan Darío Piernagorda Peña

  https://doi.org/10.14483/23464712.20204

  219-233

• Didactics of Science in Mandatory High School Education. Author: Neus Sanmartí

  Olga Lucía Castiblanco Abril

  https://doi.org/10.14483/23464712.5100

  71- 74

• Didactics of Sciences From the Cultural and Enviromental Diversity: Contribution for a Contextualized Curriculum

  Sandra Elvira Ruiz Castillo

  https://doi.org/10.14483/23464712.12546

  291-305

• Discursive interactions and indiscipline in science classes of basic education, a case study

  Caio Samuel Franciscati da Silva, Rosemary Rodriguez de Oliveira

  https://doi.org/10.14483/23464712.5038

  50 - 65

• Discursive interactions mediated in the classroom

  Núbia Rosa Baquini da Silva Martinelli, Luiz Fernando Mackedanz, Jaqueline Ritter

  https://doi.org/10.14483/23464712.14167

  28-45

• Discussing science denial in elementary education: contributions from a science fair with controversial socio-scientific themes

  Ana Paula Zanoli-Pinheiro, Pedro Donizete Colombo Junior

  https://doi.org/10.14483/23464712.23458

  e23458

• Do pre-service teachers’ conceptions on science progress after the implementation of constructivist didactic proposals oriented towards developing scientific literacy?

  Lourdes Aragón , Natalia Jiménez-Tenorio, Juan José Vicente Martorell, Marcia Eugenio Gozalbo

  https://doi.org/10.14483/23464712.15589

• Editorial (volumen 12, N.° 2): La interfaz “formación de docentes - ejercicio de la docencia”

  Silvia Stipcich

  https://doi.org/10.14483/23464712.12279

  5-6

• Editorial v9n2

  Olga Castiblanco

  4-5

• Editorial Vol. 9 Issue. 1

  Leonardo Fabio Martínez Pérez

  https://doi.org/10.14483/23464712.7307

  5 - 6

• EDITORIAL: Educate with Meaning or sense

  José Joaquín García García

  https://doi.org/10.14483/23464712.11390

  4-5

• 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

• Education in science, technology and society in the pedagogical political project of a school in the municipal network of Curitiba

  Camila Renata Texeira de Souza da Silva Souza, Leonir Lorenzetti, Tamara Simone van Kaick

  https://doi.org/10.14483/23464712.20828

  31-47

• Education teachers at middle level: a case study on science teaching

  Sofia Neumann, Dulce Maria Strieder

  https://doi.org/10.14483/23464712.12259

  120-132

• Education Trough Research as a Possibility to Teach Science in Early Childhood Education: Reflections on the Continuous Training of Teachers

  Rosanara Bourscheid, Judite Scherer Wenzel

  https://doi.org/10.14483/23464712.20274

  259-272

• Educational Assessment as Technology

  Tiburcio Moreno Olivos

  https://doi.org/10.14483/23464712.16973

  418-420

• Educational inclusion of students with visual functional diversity in natural sciences classes: an analysis from public policy

  Diana Carolina Castro Castillo, Rosa Nidia Tuay Sigua

  https://doi.org/10.14483/23464712.16836

• Educational research. Author: María José Albert Gómez

  Olga Lucía Castiblanco Abril

  https://doi.org/10.14483/23464712.5024

  66-71

• Entrevista a Roberto Nardi

  Olga Castiblanco, Roberto Nardi

  https://doi.org/10.14483/23464712.12281

  7-13

• Entrevista con Antonio García-Carmona

  Antonio Garcia Carmona, Olga Castiblanco

  https://doi.org/10.14483/23464712.12915

  7-13

• Evidence-based research as an antidote to educational fads in the teaching of Science

  Antonio García-Carmona

  https://doi.org/10.14483/23464712.15332

  5-7

• 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

• Fake science: analysis proposal

  Marcia Borin da Cunha, Beatriz Tilschneider Garcia Rosa

  https://doi.org/10.14483/23464712.18098

  520 - 538

• First impressions about the teacher: reflections of the early years of exercise

  Sergio Rikyo Kussuda

  https://doi.org/10.14483/23464712.5099

  76-88

• 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

• Impact of the new virtual educational environments derived from covid-19 on the affective domain of future teachers for science learning

  Miriam Andrea Hernández del Barco, Elena Bravo Lucas, José María Marcos-Merino, Florentina Cañada Cañada

  https://doi.org/10.14483/23464712.18591

  30 - 44

• Initial training teachers as a research field

  Diego Fabian Vizcaino

  https://doi.org/10.14483/23464712.5018

  2

• Innovation in the classroom towards a technologycal and social approach

  Tatiana Auzaque, Milena Contreras, Jessyka Delgado

  https://doi.org/10.14483/23464712.5249

  41 - 44

• Inquiry-based teaching: teachers perceptions about its practices

  Tamires Bartazar Araújo, João Paulo Camargo de Lima, Marinez Meneghello Passos

  https://doi.org/10.14483/23464712.14834

  370-383

• 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 Dr. Carlos Javier Mosquera

  Carlos Javier Mosquera, Olga Castiblanco

  https://doi.org/10.14483/udistrital.jour.GDLA.2015.1.a00

  8-15

• Interview with Roberto Feltrero

  Roberto Feltrero, Olga Lucía Castiblanco Abril

  https://doi.org/10.14483/23464712.14118

  7-13

• Interview: EDER PIRES DE CAMARGO & JAIRO GONÇALVES CARLOS

  Olga Castiblanco, Eder Pires de Camargo, Jairo Gonçalves Carlos

  https://doi.org/10.14483/jour.gdla.2014.2.a00

  6-9

• 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

• Investigative teaching sequence with the theme of water for students in the 6th grade of elementary education

  Daiana Genevro Pinheiro Magni, Marcelo Franco Leão

  https://doi.org/10.14483/23464712.21349

  216-237

• Learning based on projects and teachers education: an articulation possibility between strategy, human and socio politics dimensions of didactic

  Bruno Vicente Lippe Pasquarelli, Thais Benetti de Oliveira

  https://doi.org/10.14483/23464712.10903

  186-203

• Learning teaching, from the construction and development of a didactic sequence in science, as a pedagogical practice

  Josiane de Cássia Zaneti, Bruna Carolina Mouro, Rosemary Rodrigues de Oliveira

  https://doi.org/10.14483/23464712.5214

  43 - 54

• Links between STS and freire in science education: propositions and discussions evidenced from 2006-2020

  André de Azambuja Maraschin, Renata Hernandez Lindemann

  https://doi.org/10.14483/23464712.18851

  96-113

• Magic and Transmigration of the Soul: Heresy in the Work of Giordano Bruno

  ALBERES LOPES DE LIMA, Mayara Lopes de Freitas Lima

  https://doi.org/10.14483/23464712.23308

  e23308

• Mapping brazilian researc that study the science teaching textbooks and the national common curricular base

  Jéssica Hensing Nilles, Fabiane de Andrade Leite

  https://doi.org/10.14483/23464712.19149

  22-35

• Metaphorical language in discourses of disclosure in science and technology on youtube: the case of the world manual channel

  Hellen Luyza Fernandes Cardoso, Saulo Cézar Seiffert Santos

  https://doi.org/10.14483/23464712.18124

  59 - 73

• Methodological Considerations of the Analysis Categories on the Experimental Activity in the Teaching Change of Science Teachers from a Phenomenological Perspective

  Yuly Hadbleydy Rivera Vargas, Carlos Javier Mosquera Suarez

  https://doi.org/10.14483/23464712.21370

  236-248

• Modernity, science teaching and net generation. Experimentation as a motivational strategy

  Adriano Vieira de Carvalho

  https://doi.org/10.14483/23464712.5022

  36-53

• 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

• On the shoulders of giants

  Olga Lucía Castiblanco

  https://doi.org/10.14483/23464712.5266

  5 - 6

• Overview of research on argumentation articulated with socioscientific issues in science education

  Thiara Vanessa da Silva Barbosa, Verônica Tavares Santos Batinga

  https://doi.org/10.14483/23464712.21166

  48- 65

• Pedagogical and Semiotic knowledge of Science Content (PSKC) A Reflective Proposal for Teachers

  Boris Fernando Candela

  https://doi.org/10.14483/23464712.18155

  301-317

• Pedagogical content knowledge about teaching thermal equilibrium in eighth grade students: a case study

  Daniel Guerrero Ospina, Maria Jose Martinez

  https://doi.org/10.14483/23464712.21642

  368-386

• Pedagogical Technological Knowledge of Content in the Initial Training of Science Teachers: State of Knowledge

  Laís Gottardo, Paula Vanessa Bervian

  https://doi.org/10.14483/23464712.20021

  313-326

• Perception, memory and language: cognitive processes mobilized in the construction and transmission of ethnozoological knowledge

  Jose Damian Ortiz Sarmiento, Lucélida de Fátima Maia da Costa, Maria Clara da Silva Forsberg

  https://doi.org/10.14483/23464712.22500

• 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

• Perceptions of Teachers From the First Years of Fundamental Education on Aspects of Their Education and Practices to Teach Sciences

  João Paulo Camargo de Lima, Fabiele Cristiane Dias Broietti Fabilele, Keila Padilha De Oliveira Camargo De Lima Keila, Tamires Bartazar Araújo Tamires

  https://doi.org/10.14483/23464712.19295

  440-454

• Pibid and the possibility of contributing to the training of transforming

  Elisandra Chastel Francischini Vidrik

  https://doi.org/10.14483/23464712.18940

  27-36

• Political of teacher education: Brazil in the globalization context

  Daisi Teresinha Chapani

  https://doi.org/10.14483/23464712.7311

  47 - 53

• Positivism Versus Hermeneutics: Historical Positionings Vis-À-Vis The Scientific Method With Implications For Science Education

  Gilberto Useche Gutiérrez, Agustín Aduriz-Bravo

  https://doi.org/10.14483/23464712.18748

  332 - 344

• Possibilities and Limits of a Virtual Science Fair in Times of COVID-19

  Marilene kreutz de Oliveira, Mariana Aparecida Bologna Soares de Andrade, Ivanise Maria Rizzatti, Elena Campo Fioretti, Benedita Muniz Mendonça

  https://doi.org/10.14483/23464712.21056

  507-519

• Primary School Teachers In Training And The Natural Sciences: Previous Experience, Self-Perception And Training Needs

  F. Javier AGUIRREGABIRIA BARTUREN, Ana García-Olalla

  https://doi.org/10.14483/23464712.17374

  268 - 285

• Professional knowledge of the science teacher about school knowledge of curricular guidelines. Systematic review of literature

  Natalia Lorena Rodríguez Rodríguez, Guillermo Fonseca Amaya, Ana María Cárdenas Navas

  https://doi.org/10.14483/23464712.22756

  138-160

• Project-based learning with a STEAM approach; an experience of integration between mathematics, natural sciences and arts

  Ramiro Adolfo Jimenez Leal

  https://doi.org/10.14483/23464712.21010

  88-101

• Qualitative Experimentation: Alternative to Enhance Argumentation Processes and Construction of Scientific Knowledge in Primary Schools

  Diana María Rodríguez Ramírez, Ángel Enrique Romero Chacón

  https://doi.org/10.14483/23464712.21375

  290-301

• Reflective teachers in a reflective school. Author: Isabel Alarcão

  Olga Castiblanco

  https://doi.org/10.14483/23464712.7318

  114 - 117

• 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

• Representativity of Paulo Freire in the teaching of brazilian STS: looking through social network analysis

  Renata Barbosa Dionysio, Alvaro Chrispino, Aline Paixão Miranda Carvalho, Rosilene Ferreira de Almeida Menezes, Gisele Pereira de Oliveira Xavier

  https://doi.org/10.14483/23464712.14895

  460-476

• Science history in textbooks for 5th grade education in Brazil and Taiwan

  Kellys Regina Rodio Saucedo, Miao Shen Chen, Cleria Maria Wendling, Vilmar Malacarne

  https://doi.org/10.14483/23464712.14247

  13-27

• Science teacher ideas on intercultural collaborative work

  Josenaide Alves da Silva, Geilsa Costa Santos Baptista

  https://doi.org/10.14483/23464712.14799

  384-396

• Science, Gender and Puppets. Proposal for the Initial Training of Primary Education Teachers

  Adrián Galfrascoli

  https://doi.org/10.14483/23464712.23065

  e23065

• Science, science education and science teaching. Authors: Antonio Cachapuz, João Praia, Manuela Jorge

  Olga Lucia Castiblanco Abril

  https://doi.org/10.14483/23464712.5150

  77- 79