v. 20 (2020)

Artigos

• The Document “Proposal for Common National Base to Teacher Education” (BNCFP): Ten Reasons to Fear and Confute the BNCFP

  Larissa Zancan Rodrigues, Beatriz Pereira, Adriana Mohr

  1-39

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u139

• The Environmental Theme in the Physics Teacher Education Courses of Public Higher Education Institutions Located in the São Paulo State

  Danielle Aparecida Reis Leite, Luciano Fernandes Silva

  41-69

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u4169

• A A Disarray Around the Theme of Lesson Planning: Definition and Characterization of its Constituent Elements

  Milena Alves, Amadeu Moura Bego

  71-96

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u7196

• A Disarray Around the Theme of Lesson Planning: Definition and Characterization of its Constituent Elements

  Milena Alves, Amadeu Moura Bego

  97-119

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u97119

• Science Education and Bakhtinian Thought: An Analysis of Papers Published in National Journals

  Diomar Caríssimo Selli Deconto, Fernanda Ostermann

  121-156

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u121156

• Contributions of the Cultural-Historical Development of Acid and Base Concepts for Chemistry Teaching

  José Luis de Paula Barros Silva, Cintia Maria Carneiro Franco Lima

  157-191

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u157191

• Intuitive Classification Systems as a Possibility for Teaching Animal Diversity in the Context of rural Education

  Diany Kelly Cardoso de Sousa, Alessandra Alexandre Freixo

  193-220

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u193220

• Science Education in Urban Peripheries: A Review of Science Teaching in Contexts of Social Vulnerability (1985–2018)

  Sullyvan Garcia da Silva, Paulo Lima Junior

  221-243

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u221243

• Dropout from the Perspective of Persistent Students: a Study on the Factors that Influence the Decision to Drop out or Stay in Physics Teacher Education Courses Based on the Reports of Students in Their Last Term

  Letícia Tasca Pigosso, Bruna, Leonardo Albuquerque Heidemann

  245-273

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u245273

• Analysis of ‘Flat-Earther’ Posts on Social Media: Reflections for Science Education from the Discursive Perspective of Foucault

  português, português português , Português português

  275-294

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u275294

• Analysis of ‘Flat-Earther’ Posts on Social Media: Reflections for Science Education from the Discursive Perspective of Foucault

  Leonardo Wilezelek Soares de Melo, Marinez Meneghello Passos, Rosana Figueiredo Salvi

  295-313

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u295313

• The Thematic Approach as Seen by Researchers in the Field of Science Education

  Thiago Flores Magoga, Cristiane Muenchen

  315-343

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u315343

• Social Technology and its Contribution to Science Education

  Miguel Guilhermino de Archanjo Junior, Simoni Tormohlen Gehlen

  345-374

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u345374

• Research with Life Stories in the Production of the History of Science Education: the Photobiographical Device as a Resource for the Understanding of Social Experiences

  Rodrigo Cerqueira do Nascimento Borba, Sandra Escovedo Selles

  375-402

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u375402

• Research with Life Stories in the Production of the History of Science Education: The Photobiographical Device as a Resource for the Understanding of Social Experiences

  Rodrigo Cerqueira do Nascimento Borba, Sandra Escovedo Selles

  403-428

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u403428

• Evaluating Teaching Proposals Based on Socio-scientific Issues: Reflections and Perspectives for Primary Science Education

  Grégory Alves Dionor, Dália Melissa Conrado, Liziane Martins, Nei de Freitas Nunes-Neto

  429-464

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u429464

• Diversity, Multiculturalism and Science Education at Enpec

  Hiata Anderson Nascimento, Guaracira Gouvêa

  469-496

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u469496

• Diversity, Multiculturalism and Science Education at Enpec

  Hiata Anderson Nascimento , Guaracira Gouvêa

  497-521

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u497521

• The Theory of Conceptual Fields and Science Teaching: A Review

  Kariny Mery Araujo Cunha, Luciana Nobre de Abreu Ferreira

  523-552

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u523552

• Children’s Perceptions of a Science Theatre

  Leonardo Maciel Moreira, Viktória Aparecida Gomes Silva Coelho, Laise Novellino Nunes de Souza

  553-580

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u553580

• A Model of Science to Base the Introduction of Aspects of Nature of Science in Teaching Contexts and to Analyse such Contexts

  Monique Santos, Poliana Maia, Rosária Justi

  581-616

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u581616

• A Model of Science to Base the Introduction of Aspects of Nature of Science in Teaching Contexts and to Analyse such Contexts

  Monique Santos, Poliana Maia, Rosária Justi

  617-651

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u617651

• Argumentation in Science Education: Analytical Considerations in the Light of Chaїm Perelman and Lucie Olbrechts-Tyteca’s theory

  Gerlany de Fátima dos Santos Pereira, José Messildo Viana Nunes, Nadia Magalhães da Silva Freitas

  653-685

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u653685

• Inquiry-Based Science Teaching under Construction: Possibilities of Articulations Between Conceptual, Epistemic and Social Domains Within Scientific Knowledge in the Classroom

  Luiz Gustavo Franco, Danusa Munford

  687-719

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u687719

• Inquiry-Based Science Teaching under Construction: Possibilities of Articulations Between Conceptual, Epistemic and Social Domains Within Scientific Knowledge in the Classroom

  Luiz Gustavo Franco, Danusa Munford

  721-753

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u721753

• Museum Exhibitions: A Space in Dispute for the Senses and Meanings of the Environment and its Socio-Environmental Problems

  Iván Borroto Rodríguez, Yanina Micaela Sammarco

  755-773

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u755773

• Ways of Knowing and Implications for Gender Equity in Science Education

  Laís Gedoz, Alexsandro Pereira de Pereira, Daniela Borges Pavani

  775-798

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u775798

• Conceptions of Corpus for Analysis in Science Education Research: An Investigation in Dissertations and Theses from a Graduate Program

  Julio Murilo Trevas dos Santos, Neide Maria Michellan Kiouranis

  799-822

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u799822

• The Role of Computational Models and Analogies in Learning the Drug-Enzyme Interaction Process in Modelling-Based Teaching

  Diego Martins, Nilmara Braga Mozzer, Thais Mara Anastácio Oliveira, Melissa Soares Caetano

  823-854

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u823854

• Wave or Particle? A Study of Ontological Trajectories of Eletromagnetic Radiation in Physics High School Textbooks

  Pedro Antônio Viana Vazata, Nathan Willig Lima, Fernanda Ostermann, Cláudio José de Holanda Cavalcanti

  855-885

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u855885

• Biological Sciences Pre-Service Teacher Education Mediated by Digital Storytelling: A Design Based Research

  Rosilaine de Fátima Wardenski, Margarete Valverde Macedo, Maria Margarida Pereira de Lima Gomes, Rafaela Ferreira dos Santos, Tais Rabetti Giannella

  887-917

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u887917

• Griots Voices in Chemistry Teaching: An Intercultural Dialogue Approach

  Marciano Alves dos Santos, Marysson Jonas Rodrigues Camargo Camargo, Anna M. Canavarro Benite

  919-947

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u919947

• Theoretical Links Between Natural Sciences Teaching and Human Rights: Proposals for a Humane Formation Perspective

  Hanslivian Correia Cruz Bonfim, Orliney Maciel Guimarães

  949-974

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u949974

• Theoretical Links Between Natural Sciences Teaching and Human Rights: Proposals for a Humane Formation Perspective

  Hanslivian C. C. Bonfim, Orliney Maciel Guimarães

  975-999

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u975999

• Analysis of the Pedagogical Projects of Chemistry Education Courses in the State of Paraná: Comprehensions Developed in the Light of the STSE Approach

  Rosilene dos Santos Oliveira, Neide Maria Michellan Kiouranis

  1001-1030

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u1001030

• Integrator Scenario: The Emergence of a Curriculum Reconfiguration Proposal

  Sara Souza Pimenta, Thiago Santos Guimarães, Nataélia Alves da Silva, Andrei Steveen Moreno Rodríguez, Elisa Prestes Massena

  1031-1061

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u10311061

• Integrator Scenario: The Emergence of a Curriculum Reconfiguration Proposal

  Sara Souza Pimenta, Thiago Santos Guimarães, Nataélia Alves da Silva, Andrei Steveen Moreno Rodríguez, Elisa Prestes Massena

  1063-1093

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u10631093

• What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

  Carolina de Barros Vidor , Anna Danielsson, Flavia Rezende, Fernanda Ostermann

  1095-1132

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u10951132

• What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

  Carolina de Barros Vidor, Anna Danielsson, Flavia Rezende, Fernanda Ostermann

  1133-1168

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u11331168

• Teaching Actions and Reflections Experienced by a Pre-Service Teacher during Elaboration Plans and Classes Practice: Contributions of Oriented Reflection Process

  Raniele Aparecida da Silva, Francislainy Natália da Silva, Rita de Cássia Suart

  1169-1196

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u11691196

• Ludwik Fleck’s Open Work

  André Ferrer Pinto Martins

  1197-1226

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u11971226

• The Use of the Team-Based Learning as a Diagnostic Tool in the Chemistry Teaching-Learning

  Nairley Cardoso Sá Firmino, Antônio Mateus Paiva Salustiano, Diego Farias Firmino, Luciana Rodrigues Leite

  1227-1249

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u12271249

• The Use of Team-Based Learning as a Diagnostic Tool in the Chemistry Teaching-Learning

  Nairley Cardoso Sá Firmino, Antônio Mateus Paiva Salustiano, Diego Farias Firmino, Luciana Rodrigues Leite

  1251-1273

  • PDF

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u12511273

• The Formation of Communities of Practice in Physics Teaching: An Analysis from Lesson Study Groups

  Micaías Rodrigues, Valeria Campos dos Santos, Agnaldo Arroio

  1275-1306

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u12751306

• Pesticide Theme in the Pedagogical Practice of Science Teachers: From Points of View to Possibilities of Intervention

  Eril Medeiros da Fonseca, Renata Hernandez Lindemann

  1307-1337

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u13071337

• Este trabalho apresenta as conceções de estudantes portugueses em formação inicial de professores sobre a evolução, a origem da vida e o ensino da evolução. Para tal, foi aplicado a 41 estudantes um inquérito adaptado a partir do questionário BIOHEAD-CITIZEN. Os resultados mostram que os estudantes possuem crenças religiosas diversificadas, sendo a maior parte deístas. Apresentam principalmente conceções evolucionistas, sendo raras as conceções criacionistas dogmáticas. As conceções evolucionistas são superiores à proporção encontrada em participantes de outros estudos e, tal outros trabalhos evidenciam, coabitam com diversas crenças religiosas. Contudo, as reflexões dos estudantes em formação inicial de professores sobre a perspetiva da origem das espécies que defendem, mostram falhas na compreensão dos mecanismos da evolução. Apesar das conceções evolucionistas serem dominantes, a maioria dos estudantes considera também que os professores devem ensinar a evolução e o criacionismo ao mesmo tempo, de modo a deixar os alunos decidir sobre a posição que advogam sobre a origem das espécies. Dada a importância da evolução para a compreensão da natureza da ciência e os processos em biologia, este trabalho evidencia a necessidade do reforço da formação sobre evolução dos futuros professores.

  Bento Cavadas, Xana Sá-Pinto

  1339-1362

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u13391362

• Reflections on the Teaching of Quantum Mechanics in Undergraduate Physics Courses from Systematic Review

  Rafaelle da Silva Souza, Ileana M. Greca, Indianara Silva, Elder Sales Teixeira

  1363-1391

  • PDF (Portuguese)

  DOI: https://doi.org/10.28976/1984-2686rbpec2020u13631391

• Avaliadores que contribuíram com a RBPEC em 2020

  RBPEC

  • PDF (Portuguese)