Papers on Science Teaching

All Items

• 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

• Sensitive and Multisensory Experimental Activity in the Functional Diverse Classroom: Contributions to the Initial Training of Science Teachers

  Eliana Bolaños, Edwin Germán García, Eder Pires de Camargo

  https://doi.org/10.14483/23464712.19971

  405-423

• Social Representations About Sexually Transmited Infections Given by Gays and MSM's on Dating Apps: Directions in Health Education

  Felipe Fontana, Carlos Alberto de Oliveira Magalhães Júnior, Suelen de Gaspi

  https://doi.org/10.14483/23464712.19779

  339-357

• 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

• Strategies to Promote Critical Thinking in Science Teaching: Contributions of a Training Process with Early Years Teachers

  Luana Zimpel de Quadra, Sandra Maria Wirzbicki

  https://doi.org/10.14483/23464712.24094

  e24094

• Teachers and pedagogical proposal with a cts perspective: interlacing threads to weave potential and limits in the new high school education

  Vanda Thomas Preussler, Sinara München

  https://doi.org/10.14483/23464712.22131

  e22131

• Teachers’ Perceptions of Curriculum Integration between Natural Sciences and Mathematics in High School: a diagnostic study for the development of interdisciplinary proposals

  Renata Teófilo de Sousa, Auzuir Ripardo de Alexandria, Ana Karine Portela Vasconcelos

  https://doi.org/10.14483/23464712.24305

  e24305

• 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 of science for blind or visually impaired students: a study on teacher perceptions, curriculum content, and assistive technologies

  Estéfano Vizconde Veraszto, Luciana Maria Estevam Marques, Osório Augusto Souza Neto

  https://doi.org/10.14483/23464712.21106

  66-87

• Teaching Sciences Through Research: Reflections of Teachers in Continuing Education

  Débora Kélli Freitas de Melo, Judite Scherer Wenzel

  https://doi.org/10.14483/23464712.20384

  492-506

• Teaching sequences, experimentation an socio-scientific issues: an experience in the initial training of science teachers

  Roger Steve Guerrero Junca

  https://doi.org/10.14483/23464712.21979

  387-399

• 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 Incidence of Critical Thinking in Secondary Science Teaching

  Erick Rodolfo Ortiz Ibáñez, Agustín Adúriz-Bravo, Rosa Nidia Tuay Sigua

  https://doi.org/10.14483/23464712.21496

  564-582

• 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 Need to Investigate: Formative Processes Underlying the Self-Reflective Practice of Investigation-Formation-Action in Science for Biological Sciences Pre-Service Teachers

  Jiulia Carla Marin Carpenedo, Roque Ismael da Costa Güllich

  https://doi.org/10.14483/23464712.23900

  e23900

• 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

• The presence of non-neutrality of science-technology in literature on basic education

  Taís Regina Hansen, Daniel Marsango, Rosemar Ayres Dos Santos

  https://doi.org/10.14483/23464712.15823

• The professional knowledge of a biology teacher in teaching the origin of the universe: a case study

  Neyber Gonzalo Barrera Arizala, Carol Estefania Castro Parrado, David Rodríguez Barbón

  https://doi.org/10.14483/23464712.22284

  e22284

• The search for meaning present in collages inspired by Arpilera Embroidery* created by graduate students from the Namib Desert - Angola

  Anelize Queiroz Amaral, Daiane Nazário, Gil Francisco Sabonete Cumena , Cremilda Domingos Wpandanda Domingos

  https://doi.org/10.14483/23464712.21838

  545-558

• The self-reflective community in the consolidation of teacher’s knowledge through researcheducation- action

  Paula Vanessa Bervian, María Cristina Pansera-de-Araújo

  https://doi.org/10.14483/23464712.14467

  118-134

• The teachers knowledge in the visions of Paulo Freire and Maurice Tardif: a contribution

  Adriano Vieira de Carvalho

  https://doi.org/10.14483/jour.gdla.2014.2.a03

  34-43

• The Theory of Conjuntos-T and the PISA Test

  Ricardo J. De Armas Costa, David Macías , Ricardo Alfonso Bernal Bueno

  https://doi.org/10.14483/23464712.11454

  133-140

• The Thought Styles of the Reference Authors of the History of Science in Science Teaching in Brazilian Basic Education Research

  Angélica Maria de Gasperi, Rúbia Emmel

  https://doi.org/10.14483/23464712.24222

  e24222

• The Use of Images in The Training Of Teachers in Complex Environmental Education: Experience Report

  Juliana Mara Antonio, Patricia Neumann, Adriana Massaê Kataoka

  https://doi.org/10.14483/23464712.17215

  318-334

• The Use of the School Garden in Primary Education in Brazil: A Bibliometric Study

  Vanessa Gomes Santos, Oscar João Abdounur

  https://doi.org/10.14483/23464712.24269

  e24269

• Thinking about compability "digital games" and education

  Diego Fabian Vizcaino

  https://doi.org/10.14483/23464712.5110

  2

• Tittle book: An introduction to qualitative research. Author: Uwe Flick

  Olga Castiblanco, Diego Vizcaino

  https://doi.org/10.14483/23464712.15330

  171-175

• Training Needs of Natural Sciences Teachers and Their Technologies of the High School: Dialogues of a Formative Context

  Lisiane Krause Dobal, Judite Scherer Wenzel

  https://doi.org/10.14483/23464712.23930

  e23930

• Transformation of the teaching practice of a natural science teacher in initial training through the lesson study methodology

  Santiago Velásquez Murcia, Gabriela Victoria Atehortúa Leguizamón

  https://doi.org/10.14483/23464712.20997

  179-188

• University is not like school. Authors: Esperanza Aguilar Díaz, Iván Flórez Aguilar, Milton Flórez Serrano

  Wendy Dayana Saldarriaga López

  https://doi.org/10.14483//udistrital.jour.GDLA.2015.1.a08

  126-132

• Use of school book or textbook in science teaching

  Diego Fabián Vizcaíno

  https://doi.org/10.14483/23464712.11150

  150-151

• Virtual Learning Environments: A View from the Theory of Conceptual Fields

  Iralí Araque, Lissette Montilla, Ramón Meleán, Xiomara Arrieta

  https://doi.org/10.14483/23464712.11721

  86-100

• Visibility of research sciences according to the Capes

  Diego Fabian Vizcaino

  https://doi.org/10.14483/23464712.5112

  2

• Visual deficiency and science education: teaching guidance as a contribution in neuroscience cognitive and the theory of conceptual fields

  Edval Rodrigues de Viveiros, Eder Pires de Camargo

  https://doi.org/10.14483/23464712.5095

  25-50

• What have we learned from COVID-19? (Re)Thinking the (New) Brazilian High School and Science Teaching

  Guilherme Balieiro Gomes, Juliana Soares de Oliveira

  https://doi.org/10.14483/23464712.19605

  298-312

• Who is responsible?

  Juan Carlos Orjuela Abril

  https://doi.org/10.14483/23464712.5243

  13 - 14