Góndola, enseñanza y aprendizaje de las ciencias

Current Issue

Vol. 21 No. 1 (2026): January - April

Published: 2026-01-01

Gray Zone: some reflections on science education in times of complexity, uncertainty and crisis

Néstor Alexander Zambrano Gonzalez

https://doi.org/10.14483/23464712.24821
- pdf (Español)

Interview with José Gilberto Castrejon Mendoza

Olga Lucía Castiblanco Abril

https://doi.org/10.14483/23464712.24822
- PDF (Español)

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
- PDF (Español)
The relationship with sstronomical knowledge after the Great North America Eclipse of 2024

Giovanni Cardona, Silvina Cordero, Cristina Leite

https://doi.org/10.14483/23464712.23268
- PDF (Español)
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
- PDF (Português)
Validity of content by expert judgement in rubrics in the context of a laboratory on magnetism topics

Vladimir Camelo Avedoy, Mario Humberto Ramírez Díaz, José Luis Santana Fajardo, Abigail Rojas González

https://doi.org/10.14483/23464712.23292
- PDF (Español)
Herbaria as educational resources for the co-construction of botanical learning and thedevelopment of skills in agronomic engineering

Emiliano Foresto, Rocio Belen Martin, Cesar Omar Nuñez, Maria Andrea Amuchastegui

https://doi.org/10.14483/23464712.23645
- PDF (Español)
Music and poetry as cognitive mediators in chemistry learning: an interdisciplinary approach in high school

Dr, Gabriella Maria Candida Feliciano Dias

https://doi.org/10.14483/23464712.23299
- PDF
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
- PDF (Español)
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
- PDF
State of knowledge: indigenous culture and history in chemistry teaching in brazil

Fernando Rocha da Costa, Eullir da Silva Bento, Ednardo Monteiro Gonzaga do Monti

https://doi.org/10.14483/23464712.23627
- PDF (Português)
Representations (and contexts) of Biodiversity in Curricular Documents in the State of Bahia, Brazil

Rogerio Cordeiro, Fabiane Barreto Souza, Lázaro Araújo Santos, Lilian Boccardo

https://doi.org/10.14483/23464712.21905
- PDF (Português)
Ethnomathematics in mangroves: a study on crab extraction in southern bahia - Brazil

Gracimar Dias Cardoso, Zulma Elizabete de Freitas Madruga

https://doi.org/10.14483/23464712.23356
- PDF (Português)
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
- PDF (Português)

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Góndola, enseñanza y aprendizaje de las ciencias

Current Issue

Gray Zone: some reflections on science education in times of complexity, uncertainty and crisis

Interview with José Gilberto Castrejon Mendoza

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

The relationship with sstronomical knowledge after the Great North America Eclipse of 2024

Experiences of training and teaching in the light of media education: the case of the degree in biological sciences

Validity of content by expert judgement in rubrics in the context of a laboratory on magnetism topics

Herbaria as educational resources for the co-construction of botanical learning and thedevelopment of skills in agronomic engineering

Music and poetry as cognitive mediators in chemistry learning: an interdisciplinary approach in high school

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

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

State of knowledge: indigenous culture and history in chemistry teaching in brazil

Representations (and contexts) of Biodiversity in Curricular Documents in the State of Bahia, Brazil

Ethnomathematics in mangroves: a study on crab extraction in southern bahia - Brazil

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

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