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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
    - HIGHER EDUCATION (113 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (3 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 229)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 135)
Adult Education Quarterly     Hybrid Journal   (Followers: 134)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access  
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 131)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 153)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 11)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 18)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 28)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 375)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 176)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 129)
British Journal of Educational Technology     Hybrid Journal   (Followers: 120)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 16)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Ciência & Educação (Bauru)
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   ISSN (Print) 1516-7313
   Published by SciELO Homepage  [724 journals]
  • A polêmica instituída entre ensino de evolução e criacionismo:
           dimensões do público e do privado no avanço do neoconservadorismo

    •  
  • Influencing factors on the mathematics results of Portuguese and Brazilian
           students in PISA: integrative review

    • Abstract: Resumo: A presente revisão integrativa tem como objetivo conhecer os principais fatores influenciadores dos resultados de estudantes portugueses e brasileiros nas edições do PISA, de 2000 a 2012, de acordo com a literatura publicada. Identificaram-se cinco fatores e dez subfatores. Os fatores mais determinantes nos estudos considerados são o sistema educativo, o contexto socioeconômico dos estudantes e as características das escolas. Esta revisão integrativa evidencia que há uma multiplicidade de fatores que afetam o desempenho de estudantes no PISA, tanto em Portugal como no Brasil. Ressalta também a lacuna significativa de estudos na literatura, havendo fatores que são pouco ou mesmo nada estudados em ambos os países. Existe, assim, uma necessidade de maior investimento em investigação na área, aproveitando o manancial de dados gerados pelo PISA.Abstract: The present integrative review has the goal of knowing the main factors influencing the results of Portuguese and Brazilian students in the editions of PISA, from 2000 to 2012, according to the published literature. Five factors and ten sub-factors have been identified. The more determinant factors in the considered studies were the educational system, the socioeconomic context of the students and the characteristics of schools. This integrative review gives evidence of the multiplicity of factors that affect the performance of students in PISA, in Portugal as in Brazil. There also exists a significant gap in studies in the literature, as there are factors that are scarcely or not at all analysed in both countries. There is in consequence a need of a bigger investment in research in this area, taking advantage of the huge set of data generated by PISA.
       
  • Memory, cognition and affectivity: a study about processes of recalling
           during High School Physics classes

    • Abstract: Resumo: Várias pesquisas apontam que estudantes costumam ter dificuldades para retomar conhecimentos com os quais tiveram contato previamente. Neste trabalho, apresentamos elementos que nos permitiram compreender as retomadas de conhecimentos e de situações vivenciadas pelos estudantes em aulas de Física de momentos anteriores de sua escolarização. A perspectiva sócio-histórico-cultural foi a fundamentação teórica utilizada, em especial, os conceitos de cognição, afetividade e memória mediada. Os registros foram coletados em aulas de Física do Ensino Médio. Como resultado, construímos duas categorias: memória científico-afetiva e memória afetivo-vivencial. A primeira se refere ao que foi retomado pelos alunos e que guarda estreita relação com o conhecimento científico escolar e/ou é influenciado por ele. Já a memória afetivo-vivencial diz respeito ao que foi retomado e que não tem relação explícita com o conhecimento científico escolar. Consideramos que nossas categorias podem auxiliar na compreensão dos processos de aprendizagem de Física ao longo do tempo.Abstract: Several researches point out that students often have difficulty recalling knowledge they have already had contact with in school. In this paper, we present elements that have allowed us to comprehend recall of knowledge and situations experienced by students from previous Physics classes. Sociocultural perspective was the theoretical framework used, especially the concepts of cognition, affectivity and mediated memory. The records were collected during High School Physics classes, in Brazil. As a result, we have elaborated two categories: scientific-affective memory and affective-living memory. The former corresponds to what has been recalled and has a close relationship to scientific knowledge and/or is influenced by it. The latter refers to what has been recalled and has no explicit relationship to scientific knowledge. We consider that our categories may help the understanding of processes of learning Physics over time.
       
  • Teaching of religion in the State of Rio de Janeiro public schools:
           implications to science and biology teaching

    • Abstract: Resumo: Este trabalho examina implicações e desafios ao ensino de Ciências e Biologia emergentes da implantação de lei obrigando o ensino religioso na forma confessional no estado do Rio de Janeiro. Utilizamos como fonte cartas dos leitores de O Globo, além de outros pronunciamentos da mídia e textos acadêmicos. A polêmica do ensino religioso nas escolas públicas brasileiras aparece associada a novos elementos, incluindo pela primeira vez discussões ligadas não apenas a cidadania e liberdade religiosa, mas também ao confronto entre os pontos de vista criacionista e evolucionista, relativamente novo no Brasil, com enorme potencial de crescimento. Este cenário resulta da formação de novas alianças entre grupos religiosos disputando o espaço público com defensores da laicidade. Diante disso, reforçamos a importância das atividades de divulgação científica e de demarcação da natureza da Ciência, sendo especialmente importantes nesse sentido as contribuições da Filosofia e História da Ciência.Abstract: This work aims to investigate the implications and challenges to Science and Biology teaching that arose from the implementation of a State law in Rio de Janeiro, Brazil, which made confessional religious teaching mandatory in public schools. As a source, we have employed the readers' letters section in the newspaper O Globo, supplemented by other media statements and academic works. The controversy of religious teaching in Brazilian public schools shows to be associated with new elements, including disputes related not only to citizenship and religious freedom, but also to the debate between creationist and evolutionist views, a relatively new confrontation in Brazil with a huge growth potential. This setting comes from new alliances between religious groups disputing in the public space against defenders of secularity. On face of it, we reinforce the importance of promoting scientific dissemination and the philosophical demarcation of Science in the classroom, with the special contributions of Philosophy and History.
       
  • Argumentative and technological dimensions in science teacher training

    • Abstract: Resumen: El presente artículo analiza las nociones de argumentación de docentes de ciencias y estudiantes de escuela secundaria y profundiza dicho análisis a través de la caracterización de la potencialidad argumentativa de tres recursos tecnológicos utilizados en el marco de la formación inicial y continua de profesores de ciencias. Los recursos estudiados son los siguientes: foros de debate, mapas de argumentos (Debategraph) y WISE (Web-based Inquiry Science Environment). En lo que respecta a las ideas sobre argumentación de profesores y estudiantes, los resultados muestran una diversidad de posturas, expectativas y habilidades. En lo que se refiere a los recursos tecnológicos, puede decirse que los tres recursos combinan dos aspectos clave para el aprendizaje de las ciencias: la argumentación y la colaboración. En función de los resultados obtenidos, se proponen sugerencias para la incorporación de la dimensión argumentativa y tecnológica en la formación de docentes de ciencias.Abstract: We discuss in this paper the notions of argumentation held by science teachers and high school students. The analysis is taken to a deeper level through the characterization of three technological resources that are employed in the context of initial and continuous training of science teachers. The resources studied are: discussion forums, maps of arguments (Debategraph) and WISE (Web-based Inquiry Science Environment). With regard to the ideas on argumentation of teachers and students, the results show a variety of positions, expectations and skills. When it comes to technology resources, one can say that the three resources combine two key aspects in science learning: argumentation and collaboration. Based on the results obtained, suggestions for incorporating argumentative and technological dimensions in science teacher training are proposed.
       
  • The Pasteur-Pouchet controversy about spontaneous generation: a resource
           for initial teacher training on the nature of science from a reflective
           approach

    • Abstract: Resumen: Se presenta la controversia entre Pasteur y Pouchet sobre la generación espontánea como un relato de la Historia de la Ciencia interesante para abordar en las clases de ciencias algunas cuestiones de Naturaleza de la Ciencia (NDC), desde un enfoque explícito y reflexivo. La propuesta se dirige a la formación de Estudiantes de Profesorado de Educación Secundaria (EPES) en NDC y su didáctica. Se presta atención tanto a los aspectos epistémicos como a los no-epistémicos en el texto de la controversia y en las cuestiones que se plantean. Asimismo, se proponen algunas recomendaciones metodológicas para su implementación y evaluación en el aula, que se concreta en: (1) lectura de la controversia y respuesta en equipo a unas cuestiones sobre NDC; (2) discusión en clase de las primeras respuestas; y (3) revisión de las respuestas iniciales a partir de la discusión en clase.Abstract: The Pasteur-Pouchet controversy about spontaneous generation is presented as an interesting story from the History of Science to learn about the Nature of Science (NOS). The aim is to use this controversy for addressing some NOS issues in science education from an explicit and reflective approach. The didactic proposal is focused on the pre-service Secondary Education science teachers training in NOS and its teaching. Attention is given to both epistemic and non-epistemic aspects in the text of the controversy and the NOS questions asked. In addition, finally some methodological recommendations for implementing and assessing the didactic proposal in science classroom are offered. This involves the following: (1) in small groups, the students read the controversy and respond to some questions on NOS; (2) they present their responses to the whole class; and (3) they revise their initial responses in light of the whole-class discussion.
       
  • Preservice science teachers' perceptions of scientific observation and
           observation record developed by a teaching unit

    • Abstract: Resumo: A observação e o registro científicos são habilidades e procedimentos centrais para compreender a Ciência. Entretanto, há carência de materiais para seu ensino no currículo de licenciandos em Ciências Biológicas no Brasil. Esta pesquisa descreve as percepções de um grupo de graduandos de uma Licenciatura em Ciências Biológicas sobre a observação e o registro científicos ao longo do desenvolvimento de uma unidade didática. Dados qualitativos foram coletados por meio de entrevistas semiestruturadas, questionários, fotografias, artefatos da produção discente, áudio e videotapes de atividades em sala de aula. Constatou-se o refinamento das percepções dos estudantes acerca dessas habilidades, caracterizando-as como subjetivas, detalhadas, influenciadas pelos conhecimentos prévios e técnicos do observador assim como por instrumentos. Essas características vão ao encontro dos trabalhos de epistemólogos que definem as observações e os registros como dependentes da formação teórica e prática do cientista que interpreta os fenômenos com base em teorias vigentes.Abstract: Scientific observation and observation records are central science process skills to the understanding in science. Nevertheless, there is a lack of curriculum materials developed to teach these skills to science teachers in training at the undergraduate level in Brazil. This study reports the perceptions of a group of preservice biology teachers regarding the scientific processes of observation and observational recording during a teaching unit. The study's authors collected qualitative data through semi-structured student interviews, questionnaires, photographs, assignments, and videotaping/audiotaping of class activities. The study's findings show that students refined their perceptions of observation and recording processes during the teaching unit, labeling them as subjective, detailed, influenced by the observer's previous knowledge, and by instruments. These characteristics corroborate an epistemological perspective in that observation and observational records are defined as dependent on the theoretical background and practical training of a scientist who also interprets phenomena according to a historically situated theory.
       
  • The construction of the data of arguments in a Investigative Didactic
           Sequence in Ecology

    • Abstract: Resumo: Este trabalho parte da análise das interações discursivas e da argumentação e sua relação com o ensino de ciências. O objetivo é analisar quais os aspectos epistêmicos na construção dos dados de argumentos a partir de dados fornecidos pelo material didático. Utilizamos o modelo de Toulmin para identificarmos o argumento em uma Sequência Didática Investigativa em Ecologia, que aplicamos com professores em um curso de curta duração. Aplicamos dois sistemas de categorias nos episódios - as Práticas Epistêmicas e os Movimentos Epistêmicos - para analisarmos os aspectos epistêmicos desse processo. Os resultados indicam que há diferenciação dos aspectos epistêmicos de episódios que apresentam dados fornecidos com suportes teóricos mais simples daqueles mais complexos. Assim, dados fornecidos gerais demandam menor quantidade de Movimentos Epistêmicos e de Práticas Epistêmicas. Já os dados fornecidos específicos requerem do formador uma maior diversidade de Movimentos Epistêmicos e Práticas Epistêmicas, pelos professores.Abstract: This work is part of the analysis of discursive interactions and arguments and their relationship with the teaching of the sciences. The goal is to analyze the epistemic aspects in the construction of the arguments about data from the didactic material. We used the model of Toulmin to identify the arguments in an Investigative Didactic Sequence in Investigative Ecology that we apply to teachers on a short course. We applied two systems of categories in the episodes - epistemic practices and epistemic moves - to analyze the epistemic aspects of this process. The results indicate that there is a differentiation of epistemic aspects of episodes. Data provided with theoretical supports are simpler. Thus, data provided generally demands a lower quantity of epistemic moves and of epistemic practices. Specific data provided by the trainer requires a greater diversity of epistemic moves and epistemic practices by teachers.
       
  • Life stories and empathic understanding: a qualitative research on the
           stimulation of the narrative competence in health students

    • Abstract: Resumo: Este artigo objetiva compreender os efeitos da atividade de escuta, na formação de profissionais em saúde. Consiste em estudo qualitativo, com análise de entrevistas semiestruturadas, aplicadas a dezoito estudantes da Universidade Federal de São Paulo, campus Baixada Santista, de Educação Física, Fisioterapia, Nutrição, Psicologia, Serviço Social e Terapia Ocupacional. Resultados apontam que a escuta sensível afetou os estudantes qualitativamente em relação à subjetividade e à prática profissional futura. Houve, também, valorização da oferta de atendimento humanizado, além da quebra de preconceitos e paradigmas; criação de vínculo terapêutico; superação de diferenças e compreensão de si, a partir da história de vida do outro.Abstract: This article aims to understand the effects of listening in the training of health professionals. It is a qualitative study, analyzing semi-structured interviews applied to eighteen students of the Federal University of São Paulo, campus Baixada Santista, registered in Physical Education, Physiotherapy, Nutrition, Psychology, Social Work and Occupational Therapy programs. Results show that sensitive listening has affected students in a qualitative way in relation to subjectivity and future professional practice. There was appreciation of the provision of humanized care, breaking down prejudices and paradigms; creating therapeutic bonding; overcoming differences and understanding self from the life story of the other.
       
  • Perceptions of teachers and directors about the factors that promote or
           constrain environmental education in schools of Metropolitan Area of
           Buenos Aires, Argentina

    • Abstract: Resumen: El trabajo aborda las percepciones de docentes y directores de escuelas acerca delos factores que promueven u obstaculizan una educación ambiental compleja, generadora de conocimientos, con dispositivos participativos y orientados a la equidad en instituciones educativas del Área Metropolitana de Buenos Aires (Argentina). Como resultado se observaron experiencias heterogéneas y voluntad de instalar nuevas prácticas, pero con factores que limitan el cambio: pautas culturales arraigadas; deficiencias en la capacitación docente, en cuanto a las políticas públicas; poca claridad en las definiciones sobre los objetivos de la educación ambiental, su abordaje curricular y los dispositivos pedagógicos. Prevalecen enfoques fragmentados, naturalistas y la ausencia de una visión crítica. A nivel institucional, se discute la pertinencia de implementar prácticas sustentables en el aula. Las propias percepciones también operan como obstáculos. Todo esto dificulta la adopción de nuevas acciones de educación ambiental con el ímpetu necesario para sostenerlas en el tiempo.Abstract: The paper examines the perceptions of teachers and directors regarding the factors that promote or constrain complex environmental education, which generates knowledge, with participatory devices and oriented to equity in educational institutions in Metropolitan Area of Buenos Aires (Argentina). As result, we detected heterogeneous experiences and willingness to set new practices up. But there are factors limiting the change: deep-rooted cultural customs; shortcomings in terms of teacher training; in public policies a lack of clarity about environmental education objectives, curricular approach and pedagogical devices. Fragmented and naturalists approaches, and lack of a critical perspective prevail. At the institutional level, the relevance of implementing sustainable practices in classroom is discussed. Perceptions also operate as obstacles. All this hinders the adoption of new environmental education actions and the momentum needed to sustain them over time.
       
  • Social representations of infant teachers about the development of
           pedagogical practice in environment

    • Abstract: Resumo: Este artigo apresenta dados de uma pesquisa desenvolvida no Curso de Doutorado em Educação da Universidade Federal de Uberlândia. Nosso objetivo foi identificar as representações sociais de professores da Educação Infantil acerca da prática pedagógica em Ciências. Utilizamos como referencial teórico-metodológico as Representações Sociais. Os sistemas de referência encontrados nos permitem aferir que a prática pedagógica em Ciências deve ocorrer por meio do trabalho com os seguintes temas: meio ambiente, higiene e alimentação. Neste trabalho, apresentamos as análises tecidas sobre a prática pedagógica em meio ambiente. Apreendemos das falas das professoras que, muitas vezes, elas possuem a representação de que desenvolvem práticas pedagógicas significativas sobre essa temática, mas elas se restringem às salas de aula, às datas comemorativas, ao ensino de símbolos e classificações, às confecções de materiais de sucata e às atividades fotocopiadas, isto é, atividades isoladas e pontuais pouco relevantes para a formação das crianças.Abstract: This article presents data from a survey conducted in the Doctorate Program in Education of Universidade Federal de Uberlândia. Our objective in this research was to identify the social representations of infant teachers of the pedagogical practice in Science. The theoretical-methodological framework utilized was the Social Representations. The reference systems of this study allow us to infer that in the representations of the subjects the pedagogical practice of Science in Childhood Education must occur through the work with the following topics: environment, hygiene and feeding. We chose to present in the work the analysis about the pedagogical practice in environment. We apprehend from the testimonies of the teachers that they often have representation of developing significant pedagogical practices on this topic, but they are restricted to classrooms, commemorative days, education symbols and ratings, use of scrap materials and photocopied activities, i.e., isolated and specific activities of limited relevance to the formation of children.
       
  • Environmental perception on global climate change in a public square in
           the city of Rio de Janeiro (RJ, Brazil)

    • Abstract: Resumo: O entendimento do público sobre a problemática das Mudanças Climáticas Globais (MCGs) é pouco conhecido no Brasil. O entendimento obtido nessa pesquisa foi pela Percepção Ambiental Pública (PAP) de visitantes ao evento "Desapegue-se" ocorrido na Praça Edmundo Rego na cidade do Rio de Janeiro. Um questionário foi aplicado aleatoriamente para o estudo dos conceitos-chaves: a) Meio Ambiente (MA); b) Ambiente Marinho (AM); c) Educação Ambiental (EA); d) Mudanças Climáticas Globais (MCGs); e) Aquecimento Global (AG). Os resultados referem-se a dados coletados entre abril e julho de 2014. Foram 82 visitantes, sendo mulheres a maioria (66%), com nível superior (40%) e faixa salarial predominante de 2-5 salários mínimos. A maioria (entre 70 e 80%) percebe adequadamente as MCGs, o AG, o MA e o AM. A EA é percebida apenas como mudança comportamental por 59% do grupo de visitantes. Foi confirmada a hipótese de que esse público teria informação básica conceitual adequada. Cabe às escolas papel preponderante na apresentação e debate das MCGs.Abstract: Public understanding about issues of Global Climate Change (GCC) is little known in Brazil. This understanding was analysed by Public Environmental Perception (PAP) of event visitors "Desapegue-se" (Let it Go) in Edmundo Rego Square in the city of Rio de Janeiro, Brazil. A questionnaire was randomly applied to study the key concepts of: a) Environment (E); b) Marine Environment (ME); c) Environmental Education (EE); d) Global Climate Changes (GCC); e) Global Warming (GW). The results cover from April-July 2014. There were 82 visitors: mostly women (66%), with higher education (40%) and prevailing salary range of 2-5 times the minimum wage. The majority (70-80%) accurately responded: GCC, GW, E and ME. EE is only perceived as behavioural change by 59% of the visitors. The hypothesis that the public would have adequate conceptual information was confirmed. It is responsibility for the schools to lead the presentation and discussion of GCC.
       
  • Environmental education through the lenses of documentary cinema

    • Abstract: Resumo: O número de produções cinematográficas destinadas a mostrar o esplendor, a abundância (e também a fúria) da natureza, bem como aquelas que evidenciam seu fim iminente parece, cada vez mais, ganhar visibilidade. Tomando como mote de análise o filme-documentário, nosso objetivo é problematizar as estratégias de linguagem operadas em alguns materiais para falar sobre educação ambiental - seja para ensiná-la, para defendê-la ou para fazer dela alvo de comoção. Metodologicamente, analisamos dois documentários: Uma verdade inconveniente e Lixo extraordinário. Neles, buscamos caracterizar os 'regimes de credibilidade', atentando para as estratégias ali estabelecidas e que, com efeito, contribuem para a construção do verídico. Tais documentários operam por meio de duas lógicas: (1) a de que a degradação ambiental faz-se associada à degradação humana (lógica construída a partir de uma 'gramática do catastrofismo'); (2) a da 'retórica do otimismo sustentável' (pela exibição de experiências ecologicamente sustentáveis).Abstract: The number of film productions designed to show the splendor, abundance (and fury) of nature, as well as those that show its imminent demise, seems to be gaining increasing visibility. Taking as an analysis theme the documentary-film, our intention was to discuss language strategies operating in some materials about environmental education - to teach it, defend it or target it as a dilemma. We analyzed methodologically two documentaries: An inconvenient truth and Waste Land. We sought to characterize the 'credibility schemes', paying attention to the strategies established by them and that, indeed, contribute to the construction of the truth. These documentaries operate through two logics: (1) environmental degradation is associated with human degradation (a logic built from a 'grammar of catastrophism'); (2) the 'rhetoric of sustainable optimism' (by the display of ecologically sustainable experiences).
       
  • Broad objectives in a professional development program

    • Abstract: Resumo O trabalho analisa um programa de desenvolvimento profissional docente sob o enfoque da atuação do formador. Investigamos como este desenvolveu três objetivos que, em um diálogo entre dados e literatura, consideramos como transversais para a formação continuada docente: a reflexão sobre a prática, o desenvolvimento da autonomia e a compreensão de uma concepção de ensino. A análise traz trechos dos diálogos no programa de formação em que tais saberes estão sendo trabalhados, de modo a produzir resultados acerca do modus operandi do formador, focalizando suas atitudes, sua sequência de ações e as ênfases que atribui ao processo formativo. Em nossos resultados, caracterizamos habilidades que foram favoráveis para o desenvolvimento dos objetivos da formação e saberes que permitiram o estabelecimento de uma interação produtiva. Dentre as conclusões, apontamos como fundamental o profundo respeito aos participantes do programa de formação, assumindo como pressupostos a competência, o compromisso e a ética daqueles profissionais.Abstract The paper analyses a teacher professional development program focusing the teachers' educator performance. We've investigated how the educator developed three objectives that were transversal in teachers' education: the reflection about practice, the development of autonomy and the comprehension of a teaching-learning conception. The analysis includes extracts of dialogues in the program, in which such knowledge is being worked, so as to produce results that account for the modus operandi of the educator, identifying his attitudes, his sequence of actions and the emphases he attributes in the educative process. In our results, we characterized the abilities that were favorable to the development of the education objectives and knowledge that allowed the establishment of a productive interaction. Amongst our conclusions, we emphasize the profound respect towards the professionals who participated in the program, by taking as premises the competence, commitment and ethics of those professionals.
       
  • Professional development shaping teacher agency and creative
           insubordination

    • Abstract: Abstract The goal of this paper is to discuss the acts of creative insubordination of four mathematics teachers revealed in their narratives. The four teachers shared a common experience; they participated in a course entitled Teaching Mathematics in the Early Grades, which contributed to their professional development. Through the narratives, we identify how the course provoked teachers' agency and their acts of creative insubordination. The collaborative nature of the course, along with the reflection on practice, the group deliberations about implementing alternative teaching strategies, and the documentation of student learning, provided teachers with the confidence and self-efficacy necessary to defend the multiple dimensions of their practice and their acts of creative insubordination.Resumo Este artigo objetiva discutir os atos de insubordinação criativa revelados em narrativas de quatro professoras de matemática participantes de um curso de especialização intitulado Teaching Mathematics in the Early Grades, que contribuiu para o seu desenvolvimento profissional. O curso provocou agência e atos de insubordinação criativa por parte das professoras. A natureza colaborativa do curso, as reflexões e as deliberações sobre estratégias de ensino alternativas e registros de processos da aprendizagem proporcionaram confiança e autoeficácia necessárias para suas práticas e seus atos de insubordinação criativa.
       
  • Teacher's learning: reading the possible

    • Abstract: Resumo Este é um trabalho teórico que tem como objetivo revisitar o conceito de aprendizagem do professor à luz dos estudos de Jean Lave e Etienne Wenger. Exploramos o conceito de aprendizagem como uma mudança nos padrões de participação do sujeito em uma determinada prática, além de discutir sobre a prática pedagógica escolar. Concluímos que a aprendizagem do professor pode ser entendida como uma mudança nos padrões de participação na prática pedagógica em que este exerce a tarefa do ensino - aprendizagem na docência - e mudanças nos padrões de participação em outras práticas que podem provocar a mudança na participação na prática pedagógica escolar - aprendizagem para a docência.Abstract This is a theoretical work that aims to re-visit the concept of teacher's learning based on Jean Lave's and Etienne Wenger's studies. We explored the concept of learning as a change in the subject's participation patterns in a particular practice, and discuss the school pedagogical practice. We conclude that the teacher's learning can be understood as a change in patterns of participation in pedagogical practice in holding the task of teaching - learning in teaching - and changing patterns of participation in other practices that may lead to change in participation in pedagogical practice school - learning to teaching.
       
 
 
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