Volume 3, 2022 – publicação Contínua

Artigos

• A dilemma about initial physics and mathematics teachers training a complicated essay

  Ivan Fortunato

  e022012

  • e022012 (Português (Brasil))

• Problem based learning for mathematics teaching a systematic review

  Carlos Andrés Barco Rojas, Solange Franci Raimundo Yaegashi, Terezinha Oliveira, Luis Eduardo Osorio Acevedo

  e022011

  • 022011 (Español (España))

• Pedagogical practices for meaningful learning possibilities based on multiple intelligences

  Fabiana Moreno das Neves, Idio Fridolino Altmann, Hildegard Susana Jung

  e022010

  • e022010 (Português (Brasil))

• The humanization of science teaching state of the art in the national context

  Jeane Cristina Gomes Rotta, Tiago Silva Nascimento, Vinícius Nunes Góis, Amanda Ketlen de Oliveira Amor

  e022009

  • e022009 (Português (Brasil))

• Assessment for learning critical and creative thinking in science classes in the second cycle of portuguese basic education

  Celina Tenreiro Vieira, Rui M. Vieira

  e022008

  • e022008 (Português (Brasil))

• Learning styles and initial teacher education a look at the academic production of in science education and teaching

  Regiane Dias Coitim, Dulce Maria Strieder, Marco Antonio Batista Carvalho

  e022007

  • 022007 (Português (Brasil))

• Re-linking we go back to the questions is mathematics for abnormal? the oppression that does not allow weightlifting of thought?

  Milagros Elena Rodríguez

  e022006

  • e022006 (Español (España))

• The image of scientists in high secondary schools in Angola a study with science teachers and students

  Kanga Pedro João Kanga, Luís Dourado

  e022005

  • e022005 (Português (Brasil))

• Validation of a critical thinking test for portuguese basic education students

  Cátia Lina Oliveira Almeida, Rui Marques Vieira

  e022004

  • e022004 (Português (Brasil))

• The concepts of plant blindness and zoochauvinism and their consequences for the teaching of biology and nature sciences

  Gabriel Piassa, Jorge Megid Neto, André Olmos Simões

  e022003

  • e022003 (Português (Brasil))

• The separation of analytical geometry and linear algebrage in university teaching an epistemological or a didactic problem?

  Pablo Agustin Sabatinelli, Viviana Carolina Llanos

  e022002

  • e022002 (Español (España))

• Relationships between beliefs about science and disposition towards critical thinking, grade level and gender in secondary school

  Pablo Carpio, Joan Josep Solaz-Portolés, Vicente Sanjosé

  e022001

  • e022001 (Español (España))