Vol. 1 (2005)

Voume 1, Números 1 (julho a dezembro de 2004) e 2 (janeiro a junho de 2005)

Published: 2014-05-27

Editorial

Editorial, Capa e Sumário

Terezinha Valim Oliver Gonçalves

I-III
- PDF (Português (Brasil))

Artigos Científicos

Science Education initiation and the understanding of scientific phenomena: the function of non-formal activities

Rodrigo Dalcin, Luiz Fernando Rohde, Denise Wesphal França, Verônica Nóbrega Cavalcanti Fonseca, José Vicente Lima Robaina, Edson Roberto Oaigen

1-10
- PDF (Português (Brasil))
Vigostsky's formulations on ZDP - Zone of Proximal Development

José Moysés Alves

11-16
- PDF (Português (Brasil))
Concepts and trends in science education practices among science teachers and supervisors at the Centre for Scientific Development (CPADC) in Castanhal, Pará, Brazil

Ailton Lima Miranda, Elinete Raposo Ribeiro, Inês Leal Trindade

17-26
- PDF (Português (Brasil))
Science philosophy, science teaching and psycoanalysis: exploring analogies

Alberto Villani

63-72
- PDF (Português (Brasil))
Spontaneous Concepts, Concept Changes and Science Educacion: a review of constructivist research in the past three decades

Roberto Nardi, Sandra Teodoro Gatti

27-39
- PDF (Português (Brasil))
Ethnomath as a mediator between math knowledge acquired in school and popular knowledge about math

Francisco Hermes Santos Silva, Evanilde Corrêa Souza

55-61
- PDF (Português (Brasil))
Discussion of Science and Math Teaching Methods: criticism and possibilities in teaching practices

Elizabeth Gerhardt Manfredo

41-48
- PDF (Português (Brasil))
Math teaching ethics and society: the possibilities of ethnomath and modelling

Neivaldo Silva

49-54
- PDF (Português (Brasil))
Teacher trainning: teachers' practice and reflective attitudes

Terezinha Valim Gonçalves

73-79
- PDF (Português (Brasil))
Teachers' trainning: a way for a social inclusion project

Terezinha Valim Oliver Gonçalves, Ariadne Perez

81-86
- PDF (Português (Brasil))
Memoirs of trainning: reminiscences of teachers' trainers and their ways of seeing and living through the teaching experience

Sílvia Nogueira Chaves

87-92
- PDF (Português (Brasil))
Science and math teaching and learning: transversality. interdisciplinarity and contextualization

Lênio Fernandes Levy, Adilson Oliveira do Espírito Santo

99-103
- PDF (Português (Brasil))
Looking on to possibilities: the direction of a new praxis

André Ribeiro de Santana

93-98
- PDF (Português (Brasil))
The researcher-teacher in math education: a need for teacher training

Iran Abreu Mendes

105-110
- PDF (Português (Brasil))
An experience of science teaching among members for indigenous communities: a need for open activities

Lúcia Helena Sasseron Roberto, Anna Maria Pessoa de Carvalho

111-119
- PDF (Português (Brasil))
Shall we introduce narrative investigation practices in math teaching?

Rosália Maria Ribeiro de Aragão, Tadeu Oliver Gonçalves

121-128
- PDF (Português (Brasil))

Vol. 1 (2005)

Editorial

Editorial, Capa e Sumário

Artigos Científicos

Science Education initiation and the understanding of scientific phenomena: the function of non-formal activities

Vigostsky's formulations on ZDP - Zone of Proximal Development

Concepts and trends in science education practices among science teachers and supervisors at the Centre for Scientific Development (CPADC) in Castanhal, Pará, Brazil

Science philosophy, science teaching and psycoanalysis: exploring analogies

Spontaneous Concepts, Concept Changes and Science Educacion: a review of constructivist research in the past three decades

Ethnomath as a mediator between math knowledge acquired in school and popular knowledge about math

Discussion of Science and Math Teaching Methods: criticism and possibilities in teaching practices

Math teaching ethics and society: the possibilities of ethnomath and modelling

Teacher trainning: teachers' practice and reflective attitudes

Teachers' trainning: a way for a social inclusion project

Memoirs of trainning: reminiscences of teachers' trainers and their ways of seeing and living through the teaching experience

Science and math teaching and learning: transversality. interdisciplinarity and contextualization

Looking on to possibilities: the direction of a new praxis

The researcher-teacher in math education: a need for teacher training

An experience of science teaching among members for indigenous communities: a need for open activities

Shall we introduce narrative investigation practices in math teaching?

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