Vol. 9 No. 1 (2014): Jan-Jun | Góndola, enseñanza y aprendizaje de las ciencias

View Vol. 9 No. 1 (2014): Jan-Jun

Published: 2014-01-01

Editorial Vol. 9 Issue. 1

Leonardo Fabio Martínez Pérez

https://doi.org/10.14483/23464712.7307

5 - 6
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Argumentation in Teaching Practice: Life Stories. Interview with Silvia Spitich

Wilmar Francisco Ramos

https://doi.org/10.14483/23464712.7308

7 - 12
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Bohr's atomic model and its approaches for teaching in high school

Leandro Londero

https://doi.org/10.14483/23464712.5323

13-37
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Environmental dimension: an inclusion necessary for education of chemistry teachers

Diana Parga, William Mora, Yiny Cárdenas

https://doi.org/10.14483/23464712.7310

38 - 46
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Political of teacher education: Brazil in the globalization context

Daisi Teresinha Chapani

https://doi.org/10.14483/23464712.7311

47 - 53
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Convergence aspects of the critical thought and socio-scientific issues

Nidia Yaneth Torres Merchán, Jordi Solbes Matarredona

https://doi.org/10.14483/23464712.7312

54 - 61
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Natural foods vs artificial foods: ¿a real problem of nutrition?

Milena Ruiz

https://doi.org/10.14483/23464712.7313

62 - 77
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The case of reservoir of Muña seen from the perspective science-technology-society-environmental (stse), through cooperative learning of the concept of chemical solution

Edna Milena Capera Silva

https://doi.org/10.14483/23464712.7314

78 - 87
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A proposal to study “the structure of matter” based on the perspective of science-technology-society-environment (STSE)

Yair Alexander Porras Contreras

https://doi.org/10.14483/23464712.7315

88 - 95
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Scientific enculturation since argumentation: one socio-scientific question on aesthetic implants

Ingrid Xiomara Carvajal, Leonardo Fabio Martínez

https://doi.org/10.14483/23464712.7316

96 - 102
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Analysis of argumentative structures built by students of high school about the issue of local use of water in Cajica's fences

Juan Camilo Beltrán Martínez, Leonardo Fabio Martínez Pérez

https://doi.org/10.14483/23464712.7317

103 - 113
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Reflective teachers in a reflective school. Author: Isabel Alarcão

Olga Castiblanco

https://doi.org/10.14483/23464712.7318

114 - 117
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