Vol. 14 No. 1 (2019): Jan-Jun | Góndola, enseñanza y aprendizaje de las ciencias

View Vol. 14 No. 1 (2019): Jan-Jun

Published: 2019-01-01

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Critical thinking in the training of natural science teachers

Olga Lucia Castiblanco Abril

https://doi.org/10.14483/23464712.14117

5-6
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Interview with Roberto Feltrero

Roberto Feltrero, Olga Lucía Castiblanco Abril

https://doi.org/10.14483/23464712.14118

7-13
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David Kolb learning style investory and science and mathematics teachers: dialogue about teaching method

Thiago Vicente de Assunção, Robson Raabi do Nascimento

https://doi.org/10.14483/23464712.12942

14-34
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Analysis of training chemistry teacher´s knowledge about teaching strategies: the experience as a student and reflection as a teacher

Gildo Girotto Júnior, Marcela Aparecida de Paula, Deborah Rean Carreiro Matazo

https://doi.org/10.14483/23464712.13123

35-50
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Goiânia´s nuclear accident en psysics textbooks

Cleci Teresinha Werner da Rosa, Júpiter Cirilio da Roza da Silva, Luiz Marcelo Darroz

https://doi.org/10.14483/23464712.12578

51-62
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A conceptual questionnaire on radiations: formulation process and analysis of distractors

André Coelho da Silva

https://doi.org/10.14483/23464712.13113

63-79
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Student atitudes towards living beings and acosystems

David Figueiredo de Almeida, Yolanda Maria Barros Marcello, Anthony Basílio Dalmácio Cordeiro, Nayron Costa Alves

https://doi.org/10.14483/23464712.13185

80-87
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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
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Quadratic functions and mobile technologies: cooperative actions in a experiment to teaching in high school

Rodrigo Sychocki da Silva, Shéridan dos Reis Pinto

https://doi.org/10.14483/23464712.13317

108-125
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Didactic analysis of a ludical activity about "nuclar inestability"

Carlos Alexandre Batista, Maxwell Siqueira

https://doi.org/10.14483/23464712.13242

126-142
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Documentation of the pedagogical and technological content knowledge of an exemplary chemistry teacher during the implementation of a learning object

Boris Fernando Candela Rodríguez

https://doi.org/10.14483/23464712.13131

143-161
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Argumentation, communication and fallacies: a pragmatic-dialectical perspective. Authors: Frans H. van Eemeren and Rob Grootendorst

Wilmar Francisco Ramos

https://doi.org/10.14483/23464712.14123

162-164
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XXI Physics Education Week

https://doi.org/10.14483/23464712.14301

165-200
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