Papers on Science Teaching

All Items

• 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 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 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

• 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

• 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