Vol. 17 No. 2 (2022): v17, n2, 2022 | Góndola, enseñanza y aprendizaje de las ciencias

View Vol. 17 No. 2 (2022): v17, n2, 2022

Published: 2022-06-15

PDF (Español)

Las creencias en la formación del profesorado de matemáticas

Grace Judith Vesga Bravo

https://doi.org/10.14483/23464712.19567

228 - 229
- PDF (Español)

Dicumba Methodology and Contextualization in Chemistry Teaching

Débora Luana Kurz, Betina Stockmanns, Everton Bedin

https://doi.org/10.14483/23464712.16803

230 - 245
- PDF (Português)
Difficulties To Solve Simple Addition Math Problems By Second Grade Scholar Students

Nesly Victoria Gonzalez Garibello, Jesica Johana Riveros Rodríguez, Ana Lucía Díaz Camacho

https://doi.org/10.14483/23464712.16876

246 - 267
- PDF (Português)
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
- PDF (Español)
Student Perceptions About Nuclear Plants And Radioactive Waste

Rafael Gombrade, Leandro Londero

https://doi.org/10.14483/23464712.17810

286 - 299
- PDF (Português)
Analysis Of Pre-Service and In-Service Teachers’ Perceptions About Practical Activities Involving Remote Laboratory

Gildo Girotto Girotto Júnior, Ricardo Cenamo Cachichi, Eduardo Galembeck, Pedro Antônio Muniz Vazquez

https://doi.org/10.14483/23464712.17860

300 - 316
- PDF
Relationship Of Self-Efficacy Beliefs With Emotions, Coping Strategies And Emotional Intelligence In Initial Teacher Education

João Paulo de Menezes

https://doi.org/10.14483/23464712.18590

317 - 331
- PDF (Português)
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
- PDF (Español)
The Influence Of The School Context And The Students Physical Profile In The Knowledge Of Non-Communicable Chronic Diseases

Loreanne dos Santos Silva , Simone lara, Susane Graup

https://doi.org/10.14483/23464712.16669

345 - 360
- PDF (Português)
Cell biology teaching for blind students: a proposal for inclusion UMA PROPOSTA DE INCLUSÃO

Estéfano Vizconde Veraszto, Nathália Elisa Ferreira VICENTE

https://doi.org/10.14483/23464712.16994

361 - 376
- PDF (Português)
Environmental autobiography as the possibility of knowledge of the “myself” in/with nature

Ivone dos Santos Siqueira, Nívia Magalhães da Silva Freitas, Nadia Magalhães da Silva Freitas

https://doi.org/10.14483/23464712.17132

377 - 391
- PDF (Português)
Teaching probability and statistics in elementary and middle school in Brazil's Common National Curriculum Base

José António Fernandes, Leandro do Nascimento Diniz

https://doi.org/10.14483/23464712.17927

392 - 406
- PDF (Português)
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
- PDF (Português)