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Investiga？？es em Ensino de Ciências

ISSN Print: 1518-8795

ISSN Online:

主页: http://www.if.ufrgs.br/ienci

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Questioning, investigating and problem solving: reconstructing geology scenarios

Clara Vasconcelos,Maria Filomena Amador,Rosa Bento Soares,Tania Filipa Pinto

The knowledge of physics in the teaching training in the first levels of elementary school

Lenir Abreu,Nelson Bejarano,Dielson Hohenfeld

Teaching chemical reactions in the laboratory: linking theory and practice in teacher’s education and didactic action

Cleonice Puggian,Zenildo Buarque de Morais Filho,Cristiane Vieira Nunes Barbosa Lopes

Implementation of investigative activities in the science discipline in a public school: a didactic experience

Andreia de Freitas Z？mpero,Carlos Eduardo Laburú

Multimodal discourse of chemistry and meaningful learning of propositions

Giovanna Lombardi L.,Concesa Caballero S.

Educational models in academic research on the teaching practices in science education in elementary school

Rebeca Chiacchio Azevedo Fernandes,Jorge Megid Neto

The transversal subject health and the Science teaching: social representations of teachers about intestinal parasites

Natanael Bezerra Monroe,Pablo Ricardo Ramalho Leite,Danilo Nunes Santos,Jackson Ronie Sá-Silva

Continuous formation and contributions from medical residence

Jesuína L. A. Pacca,Cristina Leika Horii

Self-assessment as a strategy for developing metacognition in science classes

Marta Maximo Pereira,Viviane Abreu de Andrade

Analysis of a didactic proposal of Krasilchik with the semiotic focus of Duval

Lucas Roberto Perucci,Carlos Eduardo Laburú,Camila Regina Basso,Patrícia de Oliveira Rosa-Silva

Teachers’ interactions and mathematics learning within a virtual environment

Aline Terra Salles,Marcelo Almeida Bairral

Thematic approach: an analysis of the issues that oriented the choice of themes in the study situation

Karine Raquiel Halmenschlager,Carlos Alberto Souza

Use of audiovisual resources in a FlexQuest strategy on Radioactivity

Flávia Cristina Gomes Catunda de Vasconcelos,Marcelo Brito Carneiro Le？o

Physics teaching in a public school: an ethnographic case study with an epistemological bias

Neusa T. Massoni,Marco Antonio Moreira

Social networks as space for discursive interactions on training of science eacher for inclusive education

Lidiane de Lemos Soares Pereira,Anna Maria Canavarro Benite

Health approaches in a widely adopted Brazilian high school biology textbook

Liziane Martins,Girlene Silva dos Santos,Charbel Ni？o El-Hani

The sociocritical perspective of mathematical modeling and the critical meaningful learning: possible approaches

Cíntia da Silva,Lilian Akemi Kato,Iramaia Jorge Cabral de Paulo

The epistemological dimension of the concept of problem in the Vygotsky′s work: Implications for science teaching

Simoni Torm？hlen Gehlen,Demétrio Delizoicov

Water in everyday life and in science classrooms: analysis of discursive interactions and teaching strategies in primary education

Andreza Fortini da Silva,Orlando G. Aguiar Jr.

Spontaneous evocation of metacognitive thought in physics lessons: making comparisons with the day-to-day situations

Cleci Werner da Rosa,José de Pinho Alves Filho

Discursive interactions and the use of analogies in physics teaching

Fernanda Cátia Bozelli,Roberto Nardi

Implications of the education on the knowledge of students. The optical phenomena of learning. First part

Bettina M. Bravo,Marta A. Pesa,Adriana L. Rocha

A theoretical-experimental proposal, in teaching sequences about intermolecular interactions on teaching chemistry using varations of the test of adulteration in gasline and urucum dyes

Ademir de Souza Pereira,Dario Xavier Pires

Teaching of Physics in Elementary School: analysis of reasoning in solving “physical activity knowledge”

Pedro Donizete Colombo Junior,Ariane Baffa Louren？o,Lúcia Helena Sasseron,Anna Maria Pessoa de Carvalho

Argumentation on tasks of Biology and Geology Portuguese textbooks

Paulo Almeida,Orlando Figueiredo,Cecília Galv？o

Intuitive physics knowledge, physics problem solving and the role of mathematical equations

Laura Buteler,Enrique Coleoni

Teacher training: challenges and possibilities of teaching of reproduction and sexuality in supervised curricular stage

Mayara Lustosa de Oliveira,Joana Cristina Neves de Menezes Faria

The knowledge fragmentation of scientific school education on the view of high school teachers

Ana Cristina Gerhard,Jo？o Bernardes da Rocha Filho

Differences in the classroom: learning about practices of two science teachers

Elaine Soares Fran？a,Danusa Munford

Applying the model of science knowledge for teaching about cell: an instrumental case study

Carla Susana Santos,Rute Monteiro

The concept of transformation as resignified by high-school students

Michele Marcelo Silva Bortolai,Daisy de Brito Rezende

The inter and intra-collective circulation of knowledge on experimental activities in professional development and the training of chemistry teacher trainers

Fábio Peres Gon？alves,Carlos Alberto Marques

Professional practical knowledge on the evolution of a collage physics course in the school research approach, in the light of the gradualness hypothesis

John Freddy Ramírez Casallas

Evolution of meanings of the concept of gen in students of higher education in the teaching of biology

Dalia Diez de Tancredi

Computational models in physics teaching: a framework

Ives Solano Araujo,Eliane Angela Veit,Marco Antonio Moreira

Interpreting future physics teachers reflections on their professional practice during initial formation: the search for teaching autonomy construction

Rodolfo Langhi,Roberto Nardi

ontextualization in Science teaching: the voices of those involved in creating theoretical and methodological texts for the ENEM (Exame Nacional do Ensino Médio [National High-school Exam])

Carolina dos Santos Fernandes,Carlos Alberto Marques

Experimental reflective science teaching: a critical view of the Piagetian perspective on the development of the concept of living being

Paulo Varela,Joaquim Sá

Interactions in spaces for initial teacher education in the perspective of the (re)construction of school curriculum in the modality of situation of study

Lenir Basso Zanon,Clarinês Hames,Fábio André Sangiogo

The nature of science in teacher education: reflections from a course of teacher preparation in Biological Sciences

Argus Vasconcelos de Almeida,Carmen Roselaine de Oliveira Farias

A review about the use of concept maps as learning and evaluation strategy

Adriana Marques Toigo,Marco Antonio Moreira,Sayonara Salvador Cabral da Costa

Social representations and directing to the environmental education in the Perobas Biological Reserve, State of Paraná, Brazil

Carlos Alberto de Oliveira Magalh？es Júnior,Eduardo Augusto Tomanik

Operative and predicative forms of knowledge

Gérard Vergnaud

The dynamics of a students′ groupwork in the Physics classes, their relationship to the knowledge, and the teacher′s interventions

Glauco S. F. da Silva,Alberto Villani

Multiple languages and mathematics in the process of argumentation in a physics class: Analysis of data from an Inquiry Laboratory

Alex Bellucco do Carmo,Anna Maria Pessoa de Carvalho

Some conceptions of the superior normal course tutors in distance education mode about teaching geometry

Aldrin Cleyde da Cunha,Rui Marcos de Oliveira Barros,Eliane Sebeika Rapchan

Calculus in physics classes at UFRGS: an exploratory study

Maria Cecilia Pereira Santarosa,Marco Antonio Moreira

Analysing a reading strategy based on the elaboration of questions and the pair of answers and questions

Wilmo Ernesto Francisco Junior

Meaningful learning in mathematical modeling activities: an investigation using the conceptual maps

Lourdes Maria Werle de Almeida,Maria Lúcia de Carvalho Fontanini

The meaning making about inquiry based teaching in a science teacher preparation program

Eliane Ferreira de Sá,Maria Emília Caixeta de Castro Lima,Orlando Aguiar Jr.

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