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

• 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

• 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

• 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

• 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

• 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 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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, 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

• Starting research seeds at school

  Liz Ledier Aldana Granados

  https://doi.org/10.14483/23464712.5218

  3-10

• STEAM IN PRIMARY EDUCATION, IT IS POSSIBLE?

  Francisco Javier Robles Moral, María del Mar Mendoza Martinez, Ignacio Vélez Garcerán

  https://doi.org/10.14483/23464712.17097

  90 - 104

• Strategies of learning

  Nidia Angelica Vivas Lopez

  https://doi.org/10.14483/23464712.5220

  27-37

• Teacher´s training and socio-scientific issues: experiences and challenges in the University-School interface. Authors: Leonardo Fabio Martínez, Diana Parga, Isabel Garzón

  Diana Fabiola Moreno Sierra

  https://doi.org/10.14483/23464712.12839

  155-157

• Teaching the natural sciences structured around "skills": what's new?

  Agustín Adúriz Bravo

  https://doi.org/10.14483/23464712.12916

  5-6

• Technical rationality and critical rationality

  Diego Fabian Vizcaino

  https://doi.org/10.14483/23464712.5209

  2
• 

  The brazilian students’ performance and the PISA assessment: some aspects for discussion

  Andreia Freitas Zompero, Helenara Regina Sampaio Figueiredo, Karen Mayara Vieira

  https://doi.org/10.14483/udistrital.jour.gdla.2016.v11n1.a6

  86-99

• The construction of projects by high school students: a possibility for STS education

  Lucas Carvalho Pacheco, Cristiane Muenchen

  https://doi.org/10.14483/23464712.20285

  165-178

• The Curricular Supervised Internship in Licensing Chemistry Courses: an Analysis in the Dissertations and Theses Produced in the State of Rio Grande Do Sul (2004-2020)

  Francieli Martins Chibiaque, Fernando Icaro Jorge, Edward Frederico Castro Pessano

  https://doi.org/10.14483/23464712.19912

  542-559
• 

  The development of argument and improvement of semantic and pragmatic aspects of oral language by investigative

  Wanessa H. Pickina Silva Suzuki, Andreia de Freitas Zompero

  https://doi.org/10.14483/udistrital.jour.gdla.2016.v11n1.a7

  100-116

• The Didactic Models of Undergraduate Students in Natural Sciences on Internship and the Connections with Their Conceptions About Nature of Science

  Gisele Soares Lemos Shaw

  https://doi.org/10.14483/23464712.12443

  218-235

• The didactic transposition of wise knowledge to the knowledge taught. Author: Yves Chevallard

  Jhon Edward Mora Castiblanco

  https://doi.org/10.14483/jour.gdla.2014.2.a07

  97-100

• The emergency of socio-scientific issues in the science-technology-society enviroment

  Leonardo Fabio Martínez Pérez, Diana Lineth Parga Lozano

  https://doi.org/10.14483/23464712.5021

  23-35

• The ICT`s as a tool in scientific research

  Andrea Corredor Acosta, Martín Sandino León

  https://doi.org/10.14483/23464712.5246

  25 - 29

• The Implementation of Experimental Activity from Foundations of Teaching Mediation in Pre-service Science Teachers

  Claudia Marcela López Benavides, Linda Dayana Ramírez Acosta, Édgar Andrés Espinosa Ríos

  https://doi.org/10.14483/23464712.12444

  251-271

• The inconvenience of the Draft Resolution of the Ministry of National Education, which establishes Characteristics for teacher training programs in Colombia

  Olga Castiblanco, Liz Mayoly Muñoz, Elda Yaneth Villareal Gil

  https://doi.org/10.14483/udistrital.jour.GDLA.2015.1.a09

  4-6

• The junior undergraduate research project and the science procedural content

  Laura Nívea Rosa Silva Holpert, Andréia de Freitas Zompero

  https://doi.org/10.14483/23464712.16095

  569-586

• The knowledge in Vigotski: a contribution to the use and understanding of historical-cultural reference

  Eder Pires de Camargo, Douglas Augusto Galbiatti

  https://doi.org/10.14483/23464712.15931

• The knowledge of the teacher and his professional development. Author: Maurice Tardif

  Liz Ledier Aldana Granados

  https://doi.org/10.14483/23464712.5121

  71- 75

• The Laudan research tradition in non-formal education spaces, in a science teaching event

  Saulo Cezar Seiffert Santos, Márcia Borin da Cunha

  https://doi.org/10.14483/23464712.13369

  88-107

• The nature of science and error: reflections on the short story “excellent is the water” for high school students

  Débora Piai Cedran, Alex Lino, Marcos Cesar Danhoni Neves, Neide Maria Michellan Kiouranis

  https://doi.org/10.14483/udistrital.jour.gdla.2017.v12n1.a3

  43-56

• The potential of the educational applications in the formative assessment process

  Mayara Lustosa de Oliveira, Juan Carlos Vega Garzón, Thanuci Silva, Eduardo Galembeck

  https://doi.org/10.14483/23464712.11107

  99-116

• The presence of ludic on teaching process of atomic models and its contribution on teaching-learning process

  Emerson de Lima Soares, Cátia Silene Carrazoni Lopes Viçosa, Marli Spat Taha, Vanderlei Folmer

  https://doi.org/10.14483/23464712.10398

  69-80