v. 19 (2019)

Artigos

• Difficulties and Strategies in Understanding the Concept of Quantum Entanglement: A Study ith Pre-service Physics Teachers

  Jader da Silva Netto, Cláudio José de Holanda Cavalcanti, Fernanda Ostermann

  1-36

  • PDF (Portuguese)

• The Pedagogical Mediation Performed by a Graduate Student in Biological Sciences in an Inquiry-Based Science Classe Involving Physics Concepts

  Leandro da Silva Barcellos, Suiany Vitorino Gervásio, Mirian do Amaral Jonis Silva, Geide Rosa Coelho

  37-65

  • PDF (Portuguese)

• Discussing the Process of Scientific Creation through a Historical Approach to Human Anatomy in a Pre-service Biology Teacher Education Course

  Gabriel Ribeiro, José Luís de Jesus Coelho da Silva

  67-94

  • PDF (Portuguese)

• Problematizing Scientific Practices in Physics Classes: the Use of an Interrupted History to Discuss Science in an Epistemological-Contextual Way

  Hermann Schiffer, Andreia Guerra

  95-127

  • PDF (Portuguese)

• Health in the Official Curricular Documents for the Teaching of Sciences: from the National Education Guidelines and Framework Law to the National Common Curricular Base

  Marta Caires Sousa, Ana Paula Miranda Guimarães, Amanda Amantes

  129-153

  • PDF (Portuguese)

• Science Education in Post-Truth Age: Metaphysical Reflections From Bruno Latour’s Science Studies

  Nathan Willig Lima, Pedro Antônio Viana Vazata, Fernanda Ostermann, Claudio José de Holanda Cavalcanti, Andreia Guerra Moraes

  155-189

  • PDF (Portuguese)

• Science Education in Post-Truth Age: Metaphysical Reflections from Bruno Latour’s Science Studies

  Nathan Willig Lima, Pedro Antônio Viana Vazata, Fernanda Ostermann, Claudio José de Holanda Cavalcanti, Andreia Guerra

  191-224

  • PDF

• Biology Teacher Education and Inclusive Education: Evidences of the Curricular Academic Plan

  Rafaela Rocha-Oliveira, Viviane Borges Dias, Maxwell Siqueira

  225-250

  • PDF (Portuguese)

• Transformation of the Mediated Action by Re-Signifying the Use of Mediational Objects in Classes of Higher Education

  Leandro Antonio Oliveira, Eliane Ferreira de Sá, Eduardo Fleury Mortimer

  251-274

  • PDF (Portuguese)

• The Integration of Knowledge and the Marks of Traditional knowledge: Recognizing to Affirm Intercultural Exchanges in Science Teaching

  Rodrigo dos Santos Crepalde, Verônica Klepka, Tânia Oliveira Pinto Halley, Mikaella Sousa

  275-297

  • PDF (Portuguese)

• Teacher and Students’ Perceptions of the Teaching and the Science Questions of PISA 2015

  Adriana Aparecida Ranulfo, Geraldo Rocha Fernandes, Luciana Resende Allain

  299-328

  • PDF (Portuguese)

• Education in Science in Democratic School and Racial-Ethnic Relations

  Bárbara Carine Soares Pinheiro

  329-344

  • PDF (Portuguese)

• The Initial Education in the Teaching Conception: A Phenomenological Study with Biological Science Teachers

  Ravi Cajú Duré, Francisco José Pegado Abílio

  345-371

  • PDF (Portuguese)

• Praxeological Analysis of Teaching Methods: A Bridge Between Research and Practice

  Tobias Espinosa, Ives Solano Araujo, Eliane Angela Veit

  373-397

  • PDF (Portuguese)

• Pesticides in Brazil: a Relational View Based on Freire-STS Articulation

  Polliane Santos de Sousa, Ana Paula Gorri

  399-422

  • PDF (Portuguese)

• Expression of Biochemical Concepts and Meanings in the Light of the Visual Design Grammar

  Raíza Nayara de Melo Silva, Ana Maria dos Anjos Carneiro Leão

  423-447

  • PDF (Portuguese)

• Contributions and Difficulties of Reading and Writing Practices for Teaching and Learning Physics in High School: Reflections in Light of School Culture

  Joselaine Setlik, Ivanilda Higa

  449-482

  • PDF (Portuguese)
  • PDF

• After all, who am I? Oh, this is the big puzzle!: (re) negotiation of meanings in the (de) construction of the identity nexus as a teacher-researcher who teaches about Sciences

  Patrícia Petitinga Silva, Andréia Maria Pereira de Oliveira

  515-535

  • PDF (Portuguese)

• Chemistry Teachers in Initial Formation: What they Think and Say about the Relations between Environment, Science, Technology and Society

  Rodrigo Luz Silva, Eliane dos Santos Almeida, Elisangela Silva do Nascimento, Christiana Andréa Vianna Prudêncio

  537-563

  • PDF (Portuguese)

• Conceptions of Practice as a Curriculum Component in the Undergraduate Courses in Chemistry of the Federal Institutes of Education, Science and Technology (Brazil)

  Priscila Juliana da Silva, Orliney Maciel Guimarães

  565-594

  • PDF (Portuguese)
  • PDF

• A study of student actions in the classroom of a campus of a Federal Institute of Paraná

  Marily Aparecida Benicio, Sergio de Mello Arruda, Marinez Meneghello Passos

  595-621

  • PDF (Portuguese)
  • PDF

• “Good/Bad Hair or Keratin Rods?" – Aesthetic Dimension of a Racial Ethnic Controversy in Chemistry Teaching in the Context of Popular Education

  Danilo Seithi kato, Beatriz Vivian Schneider-Felicio

  623-647

  • PDF (Portuguese)

• The Axiological Dimension in the Elaboration of a Thematic Network in Early Childhood Education: Contributions to Science Teaching

  Jefferson Silva Santos, Josenilda Assunção Lima, Leticia dos Santos Barbosa, Simoni Tormohlen Gehlen

  649-682

  • PDF (Portuguese)

• Science Teaching and Technology Resources in the Early Grades of Basic Education

  Verônica Gomes dos Santos, Marcelo Zanotello

  683-708

  • PDF (Portuguese)

• The Use of Science Textbooks from 6th to 9th Grade of Secondary School: An Investigation with Brazilian Teachers

  Marcelo D'Aquino Rosa, Alysson Ramos Artuso

  709-746

  • PDF (Portuguese)

• Theoretical and Epistemological Analysis of Games for Teaching Chemistry Published in Scientific Journals

  Marlon Herbert Flora Barbosa Soares, Felipe Augusto de Mello Rezende

  747-774

  • PDF (Portuguese)

• Interpretative Quantitative Methods in Science Education: Approaches to Multivariate Data Analysis

  Matheus Monteiro Nascimento, Estevão Antunes Júnior, Cláudio Cavalcanti, Fernanda Ostermann

  775-800

  • PDF (Portuguese)
  • PDF

• What is Actually learned about Simple Pendulum with Inquiry-Based Approach Activities in Material and Computational Laboratories?

  Silvia Carla Cerqueira Porto, Amanda Amantes, Dielson Pereira Hohenfeld

  825-858

  • PDF (Portuguese)

• Avaliadores que contribuíram com a RBPEC em 2019

  Revista Brasileira de Pesquisa em Educação em Ciências

  859-861

  • PDF (Portuguese)