Vol. 16 No. 1 (2021): January-April | Góndola, enseñanza y aprendizaje de las ciencias

Let us teach by Comenius what we know we ignore

Carlos Jilmar Díaz-Soler

https://doi.org/10.14483/23464712.17712
- PDF (Español)

Volúmen 16, Núm. 1, Enero- Abril 2021.
- PDF (Español)

Interview with Eder Pires de Camargo

Olga Lucía Castiblanco Abril, Eder Pires de Camargo

https://doi.org/10.14483/23464712.17714
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Design of activities for a didactic of Astronomy viventially significant

Néstor Eduardo Camino

https://doi.org/10.14483/23464712.16609
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The tomato that doesn’t float in water: a possible sequence for active learning of weightlessness

Josip Slisko

https://doi.org/10.14483/23464712.16657
- PDF (Español)
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
- PDF (Português)
Teacher’s practices with investigative approaches

Maria da Conceição Lima, Deise Miranda Vianna

https://doi.org/10.14483/23464712.15579
- PDF (Português)
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
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Characteristic aspects of the use of experimentations by high school physics teachers, in a municipality of São Paulo

Fernanda Sauzem Wesendonk, Eduardo Adolfo Terrazzan

https://doi.org/10.14483/23464712.16076
- PDF (Português)
Conceptualization and semantic gravity in the construction of scientific explanations in a science classroom: a case study

Guillermo Cutrera, Marta Massa, Silvia Stipcich

https://doi.org/10.14483/23464712.15534
- PDF (Español)
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
- PDF (Português)
An educational proposal based on tpack to the teaching, learning and evaluating the concept of movement

Olga Lucía Godoy Morales

https://doi.org/10.14483/23464712.15734
- PDF (Español)
Sociocientific issue: a strategy for the development of argumentation in chemistry classes

Thiara Vanessa da Silva Barbosa, Verônica Tavares Santos Batinga

https://doi.org/10.14483/23464712.16059
- PDF (Português)
Reconfiguring the curriculum and discussing ethnic-racial issues in a technical course

Sara Souza Pimenta, Andrei Steveen Moreno Rodriguez, Elisa Prestes Massena

https://doi.org/10.14483/23464712.15810
- PDF (Português)

Title: Didactics of Physics Book review by: Gloria Patricia Ramirez Lopez

Gloria Patricia Ramirez López

https://doi.org/10.14483/23464712.17715
- PDF (Español)

Let us teach by Comenius what we know we ignore

Volúmen 16, Núm. 1, Enero- Abril 2021.

Interview with Eder Pires de Camargo

Design of activities for a didactic of Astronomy viventially significant

The tomato that doesn’t float in water: a possible sequence for active learning of weightlessness

Educating pre-service teachers from understandings about the nature of science and scientific inquiry

Teacher’s practices with investigative approaches

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

Characteristic aspects of the use of experimentations by high school physics teachers, in a municipality of São Paulo

Conceptualization and semantic gravity in the construction of scientific explanations in a science classroom: a case study

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

An educational proposal based on tpack to the teaching, learning and evaluating the concept of movement

Sociocientific issue: a strategy for the development of argumentation in chemistry classes

Reconfiguring the curriculum and discussing ethnic-racial issues in a technical course

Title: Didactics of Physics Book review by: Gloria Patricia Ramirez Lopez

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