Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 201 - 400 of 857 Journals sorted alphabetically
Cambridge Journal of Education     Hybrid Journal   (Followers: 72)
Campbell Systematic Reviews     Open Access   (Followers: 4)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal   (Followers: 1)
Canadian and International Education     Open Access   (Followers: 9)
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: 18)
Canadian Journal for the Study of Adult Education     Open Access   (Followers: 1)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 11)
Canadian Journal of Educational Administration and Policy     Open Access  
Canadian Journal of Educational and Social Studies     Open Access   (Followers: 4)
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 Program Evaluation     Open Access   (Followers: 1)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 11)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Canadian Perspectives on Academic Integrity     Open Access  
Canadian Review of Art Education     Open Access  
Caradde : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 9)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Cerdas Sifa Pendidikan : Sport Education     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 5)
Charrette     Open Access   (Followers: 2)
Chemical Engineering Education     Full-text available via subscription   (Followers: 2)
Chemistry Education Research and Practice     Free   (Followers: 6)
Chemistry Education Review     Open Access   (Followers: 1)
Chemistry in Education     Open Access   (Followers: 3)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 13)
Childhood Education     Hybrid Journal   (Followers: 18)
Childhood Vulnerability Journal     Hybrid Journal   (Followers: 3)
Children & Young People Now     Full-text available via subscription  
Children's Literature in Education     Hybrid Journal   (Followers: 10)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Chinese Journal of Social Science and Management     Open Access  
Chophayom Journal     Open Access  
Christian Education Journal : Research on Educational Ministry     Hybrid Journal   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Cidadania em Ação : Revista de Extensão e Cultura: Notícias     Open Access  
Ciencia y Educación     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 1)
Citizenship Education Research Journal (CERJ)     Open Access   (Followers: 1)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 11)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clío & Asociados : La Historia Enseñada     Open Access  
CME     Hybrid Journal   (Followers: 1)
CMU Journal of Education     Open Access   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 10)
CODEE Journal     Open Access  
Cogent Education     Open Access   (Followers: 2)
Cokroaminoto Journal of Primary Education     Open Access  
Collected Essays on Learning and Teaching     Open Access  
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Of Basic Education Researches Journal     Open Access  
College Teaching     Hybrid Journal   (Followers: 13)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 15)
Communication Education     Hybrid Journal   (Followers: 18)
Communication Methods and Measures     Hybrid Journal   (Followers: 12)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 7)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 21)
Community Education Engagement Journal     Open Access  
Comparative Education     Hybrid Journal   (Followers: 32)
Comparative Education Review     Full-text available via subscription   (Followers: 42)
Compare : A journal of comparative education     Hybrid Journal   (Followers: 22)
Compass : Journal of Learning and Teaching     Open Access   (Followers: 5)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 15)
Computers & Education     Hybrid Journal   (Followers: 90)
Computers & Education Open     Open Access   (Followers: 2)
Computers and Education: Artificial Intelligence     Open Access   (Followers: 2)
Computers in the Schools     Hybrid Journal   (Followers: 8)
Conexões     Open Access  
Conhecimento & Diversidade     Open Access  
Connect     Full-text available via subscription   (Followers: 1)
Conocimiento Educativo     Open Access  
Consilia : Jurnal Ilmiah Bimbingan dan Konseling     Open Access  
Contemporary Education Dialogue     Hybrid Journal   (Followers: 5)
Contemporary Issues in Education Research     Open Access   (Followers: 18)
Contemporary Issues in Educational Leadership     Open Access   (Followers: 5)
Contemporary PNG Studies     Full-text available via subscription  
Contemporary Research: An Interdisciplinary Academic Journal     Open Access  
Contemporary School Psychology     Hybrid Journal   (Followers: 6)
Contextes et Didactiques     Open Access  
Contextos Educativos. Revista de Educación     Open Access  
Continuity in Education     Open Access   (Followers: 1)
Convergencias : Revista de Educación     Open Access  
Corixo : Revista de Extensão Universitária     Open Access  
Corpoconsciência     Open Access  
Counsellor (The)     Full-text available via subscription   (Followers: 3)
Counselor Education and Supervision     Hybrid Journal   (Followers: 7)
CPU-e, Revista de Investigación Educativa     Open Access  
Creative Education     Open Access   (Followers: 14)
Creativity and Educational Innovation Review     Open Access   (Followers: 2)
Creativity. Theories ? Research ? Applications     Open Access   (Followers: 5)
Crítica Educativa     Open Access   (Followers: 1)
Critical Education     Open Access   (Followers: 15)
Critical Intersections in Education     Open Access   (Followers: 2)
Critical Studies in Education     Hybrid Journal   (Followers: 35)
CRMA Journal of Humanities and Social Sciences     Open Access   (Followers: 1)
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje     Full-text available via subscription  
Cross Section     Full-text available via subscription   (Followers: 1)
Cuaderno de Pedagogía Universitaria     Open Access  
Cuadernos de Educación     Open Access  
Cuadernos de Investigación Educativa     Open Access  
Cuadernos de Investigación y Formación en Educación Matemática     Open Access  
Cuestiones Pedagógicas : Revista de Ciencias de la Educación     Open Access  
Cultura y Educación     Hybrid Journal   (Followers: 3)
Cultural Studies of Science Education     Hybrid Journal   (Followers: 10)
Culture and Organization     Hybrid Journal   (Followers: 20)
Cumhuriyet International Journal of Education     Open Access   (Followers: 1)
Current Issues in Education     Open Access   (Followers: 22)
Current Issues in Middle Level Education : Journal of the National Association of Professors of Middle Level Education     Open Access  
Currents in Pharmacy Teaching and Learning     Hybrid Journal   (Followers: 3)
Curriculum and Teaching     Full-text available via subscription   (Followers: 15)
Curriculum Development Journal     Open Access  
Curriculum Inquiry     Hybrid Journal   (Followers: 17)
Curriculum Journal     Hybrid Journal   (Followers: 17)
Curriculum Perspectives     Hybrid Journal   (Followers: 4)
Curriculum Studies in Health and Physical Education     Hybrid Journal   (Followers: 9)
Cylchgrawn Addysg Prifysgol Cymru / University of Wales Journal of Education     Full-text available via subscription   (Followers: 1)
Da Investigação às Práticas : Estudos de Natureza Educacional     Open Access  
Dance Education in Practice     Hybrid Journal   (Followers: 1)
Dansk Universitetspædagogisk Tidsskrift     Open Access   (Followers: 1)
Daya Matematis : Jurnal Inovasi Pendidikan Matematika     Open Access  
Deafness & Education International     Hybrid Journal   (Followers: 7)
Dean & Provost     Hybrid Journal   (Followers: 2)
Decision Sciences Journal of Innovative Education     Hybrid Journal   (Followers: 5)
Democracy & Education     Open Access   (Followers: 15)
Desimal : Jurnal Matematika     Open Access  
Development and Alumni Relations Report     Hybrid Journal   (Followers: 3)
Dhammathas Academic Journal     Open Access  
Diá-logos     Open Access  
Diadik : Jurnal Ilmiah Teknologi Pendidikan     Open Access  
Dialectic : A scholarly journal of thought leadership, education and practice in the discipline of visual communication design     Open Access   (Followers: 1)
Dialektika : Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Dialogic Pedagogy : An International Online Journal     Open Access   (Followers: 3)
Diálogos Educacionais em Revista     Open Access  
Diálogos sobre educación. Temas actuales en investigación educativa     Open Access  
Dialogues : An Interdisciplinary Journal of English Language Teaching and Research     Open Access   (Followers: 4)
Diaspora Indigenous and Minority Education     Hybrid Journal   (Followers: 7)
Didáctica Geográfica     Open Access  
Didáctica. Lengua y Literatura     Open Access   (Followers: 1)
Didácticas Específicas     Open Access  
Die Unterrichtspraxis/Teaching German     Hybrid Journal   (Followers: 6)
Digital Experiences in Mathematics Education     Hybrid Journal   (Followers: 2)
DIKBASTRA : Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Dinamika Ilmu     Open Access  
Dinamika Pendidikan     Open Access  
Dirāsāt : Jurnal Manajemen dan Pendidikan Islam     Open Access  
DIRE : DIversités REcherches et Terrains     Open Access  
Disability Compliance for Higher Education     Hybrid Journal   (Followers: 8)
Disciplinary and Interdisciplinary Science Education Research     Open Access  
Discourse and Communication for Sustainable Education     Open Access   (Followers: 4)
Discourse: Studies in the Cultural Politics of Education     Hybrid Journal   (Followers: 18)
Distance Education     Hybrid Journal   (Followers: 47)
Distances et Médiations des Savoirs     Open Access   (Followers: 1)
Diversidade e Educação     Open Access  
Drugs: education, prevention and policy     Hybrid Journal   (Followers: 10)
DWIJA CENDEKIA : Jurnal Riset Pedagogik     Open Access  
Dyslexia     Hybrid Journal   (Followers: 13)
e-International Journal of Educational Research     Open Access   (Followers: 1)
e-learning and education (eleed)     Open Access   (Followers: 38)
e-Mosaicos : Revista Multidisciplinar de Ensino, Pesquisa, Extensão e Cultura do Instituto de Aplicação Fernando Rodrigues da Silveira     Open Access  
EARI : Educación Artística Revista de Investigación     Open Access  
Early Education     Full-text available via subscription   (Followers: 7)
Early Education and Development     Hybrid Journal   (Followers: 22)
Early Years Educator (EYE)     Full-text available via subscription   (Followers: 13)
Early Years: An International Journal of Research and Development     Hybrid Journal   (Followers: 14)
Eccos Revista Cientifica     Open Access  
ECNU Review of Education     Open Access  
Eco Matemático     Open Access  
École numérique     Free   (Followers: 1)
Economic Education Analysis Journal     Open Access  
Economics of Education Review     Hybrid Journal   (Followers: 28)
Econosains : Jurnal Online Ekonomi Dan Pendidikan     Open Access  
Edcomtech Jurnal Kajian Teknologi Pendidikan     Open Access  
Edmetic: Revista de Educación Mediática y TIC     Open Access  
Edu Komputika Journal     Open Access   (Followers: 1)
Edu-Sains : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam     Open Access  
Educa     Open Access  
Educação & Formação     Open Access  
Educação & Linguagem     Open Access  
Educação e (Trans)formação     Open Access  
Educação e Pesquisa     Open Access   (Followers: 1)
Educação em Análise     Open Access  
Educação em Foco     Open Access  
Educação em Foco     Open Access  
Educação em Revista     Open Access  
Educação Matemática Debate     Open Access  
Educação Química en Punto de Vista     Open Access  
Educação Unisinos     Open Access  
Educação, Escola e Sociedade     Open Access  

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Ciência & Educação (Bauru)
Number of Followers: 0  

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ISSN (Print) 1516-7313 - ISSN (Online) 1980-850X
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  • (Changing) Contexts of Practice as a Curricular Component: the initial
           training of Science and Biology teachers

    • Abstract: Resumo Este artigo é um recorte de uma pesquisa que buscou analisar modos de funcionamento da Prática como Componente Curricular (PCC) de cursos de Licenciatura em Ciências Biológicas de Institutos Federais de Educação, Ciência e Tecnologia, focalizando, especificamente, o curso de um instituto federal do estado de Minas Gerais. Para o estudo, foi utilizada pesquisa de abordagem qualitativa que empregou diferentes metodologias e técnicas para coletas de dados como: acompanhamento de aulas, encontros para discussões, elaboração e divulgação de material didático, análise de Projeto Pedagógico, planos de ensino, propostas e relatórios acerca da PCC e currículos dos formadores. Os conceitos de recontextualização e discurso pedagógico de Basil Bernstein configuram-se importantes aportes teóricos para a discussão dos dados, estudados pela Análise de Conteúdo, e que evidenciam um destaque ao sentido de instrumentalização técnica conferida à PCC, cuja organicidade ratifica a dicotomia teoria-prática, não privilegia a abordagem interdisciplinar, e cria hierarquias entre as formas de conhecimento.Abstract This paper is an excerpt from a study that sought to analyze modes of operation of the Practice as a Curricular Component (PCC) of the Licensure Programs in Biological Sciences in the Federal Institutes of Education, Science and Technology, focusing on the program at the Federal Institute of the state of Minas Gerais, Brazil. For the study, a qualitative approach to research was taken, which applied different methodologies and techniques for data collection such as: follow-up to classes; meetings for discussions, preparation, and dissemination of teaching material; analysis of the Pedagogical Project, teaching plans, proposals and reports about the PCC and the curricula of the trainers. Basil Bernstein’s concepts of recontextualization and pedagogical discourse are an important theoretical contribution to the discussion of data, which were subjected to Content Analysis, and highlighted the sense of technical instrumentalization, given to the PCC, whose organicity ratifies the theory-practice dichotomy, does not privilege the interdisciplinary approach, and creates hierarchies between the forms of knowledge.
       
  • Rural Education, STS, Paulo Freire and Curriculum: research, confluences
           and approximations

    • Abstract: Resumo Este artigo se constrói pelas leituras sobre Ciência-Tecnologia-Sociedade (CTS) na educação, ideias freireanas, currículo e Educação do Campo. Como principal objetivo, intentamos mostrar confluências e aproximações entre esses temas e suas contribuições às práticas pedagógicas na Educação do Campo. Além dessas leituras, pesquisamos no Portal de Periódicos da Capes, Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e na Scientific Eletronic Library Online (SciELO), com objetivo de localizar a presença associada dos temas em trabalhos acadêmicos, destacando contextos, sujeitos e especificidades. Percebemos aspectos convergentes entre os temas e potencial de contribuição para uma educação que valorize a crítica, a autonomia e a participação social. Tais resultados apontam ainda que, embora isoladamente, ideias associadas à Educação do Campo, CTS, Paulo Freire e currículo sejam objetos de estudo em muitos trabalhos, conjugadas, entretanto, mesmo com articulações potentes, encontram-se em poucas pesquisas.Abstract This article is grounded in the readings on Science - Technology - Society (STS) in education, Freirean ideas, curriculum, and Rural Education. As the main purpose, we intend to show confluences and similarities between these themes and their contributions to pedagogical practices in Rural Education. In addition to these readings, we searched into the Capes Journals Portal, Brazilian Digital Library of Theses and Dissertations (BDTD) and the Online Scientific Electronic Library (SciELO), in order to find the associated presence of themes in academic works, highlighting contexts, subjects and specificities. We noticed converging aspects between the themes and the potential to contribute to an education that values criticism, autonomy and social participation. Such results also point out that, although in isolation, ideas associated with Rural Education, STS, Paulo Freire and curriculum are objects of study in many works, which combined, however, even with powerful articulations, are only found in few studies.
       
  • Concept Maps and the Formulation of Scientific Knowledge in the History of
           Science: some theoretical approaches

    • Abstract: Resumo Este artigo tem por objetivo apresentar aproximações teóricas entre características da técnica de mapeamento conceitual e aspectos da elaboração de conhecimento científico na História da Ciência. Tais aproximações foram exemplificadas por intermédio da construção e análise de um mapa conceitual sobre como, historicamente, o conhecimento foi desenvolvido de forma a resultar na Lei da Inércia. Como conclusão, aspectos estruturais dos mapas conceituais (proposições, estrutura bidimensional, ligações cruzadas, etc.) foram relacionados à provisoriedade do conhecimento científico, à não linearidade e à influência do contexto histórico e social na construção do conhecimento, entre outros aspectos, compatíveis com uma concepção de ciência como empreendimento humano. Tais relações são apresentadas em um quadro síntese, que pode subsidiar professores e pesquisadores da área de Ensino de Ciências a implementar ações educativas que adotem mapas conceituais em contextos em que a História da Ciência seja utilizada.Abstract The aim of this paper is to present theoretical approaches between characteristics of the conceptual mapping technique and aspects of the scientific knowledge formulation in the History of Science. They were exemplified through the construction and analysis of a concept map about how knowledge has been historically developed to result in the Law of Inertia. In consequence, structural aspects of concept maps (propositions, two-dimensional structure, cross-links, etc.) were related to the provisional character of scientific knowledge, to non-linearity and the influence of the historical and social context in the construction of knowledge, among other aspects, that are compatible with a conception of science as a human enterprise. These relationships are summarized in a chart, which can support teachers and researchers in the field of Science Education to implement educational actions that adopt concept maps in the contexts where History of Science is used.
       
  • Challenges to Science Education in Troubled Times

    •  
  • The Perspective of the Teacher Educator on the Integration of Technologies
           with Mathematics Licensure

    • Abstract: Resumo: Mediante pesquisa qualitativa, analisamos a percepção de professores formadores ligados ao campo da educação matemática a respeito da integração das tecnologias digitais como uma ferramenta pedagógica na licenciatura em matemática. Os dados foram construídos por meio de entrevistas feitas com seis professores formadores de diferentes Estados brasileiros. Para análise dos dados utilizamos o Discurso do Sujeito Coletivo. Dos resultados obtidos, os professores formadores defendem que durante a formação inicial do professor de matemática seja inserida a maior quantidade possível de ferramentas tecnológicas. Inferem que, na organização da disciplina, constem momentos de estudos teóricos a respeito do uso didático das tecnologias na escola básica, assim como o desenvolvimento de atividades práticas utilizando as ferramentas tecnológicas. Conclui-se que a organização da prática dos formadores entrevistados aponta para o estudo teórico como algo indispensável, porém, deve ser destinado mais tempo para o desenvolvimento de atividades práticas que integrem docência e novas tecnologias digitais.Abstract: Through qualitative research, we analyzed the perception of educators of mathematics teachers regarding the integration of digital technologies as a pedagogical tool with licensure in mathematics. The data were gathered through interviews with six teacher educators from different Brazilian states. The Discourse of the Collective Subject was used for data analysis. According to the results obtained, the teacher educators argue that during the pre-service education of mathematics teachers, as many technological tools as possible should be introduced. They infer that, in the organization of curricular components, there should be moments for theoretical studies about the didactic use of technologies in basic education, as well as the development of practical activities using technological tools. The conclusion is that the practical experience of the interviewed teacher educators points to theoretical study as something indispensable; however, more time should be devoted to the development of practical activities that integrate teaching and new digital technologies.
       
  • A Discursive Network of Environmental Education and the Foucaultian
           Provocations about the Ubuesque Power

    • Abstract: Resumo: O presente artigo é recorte da escrita de um estudo que tem por objetivo examinar como o conceito de poder ubuesco, mencionado por Michel Foucault na obra Os Anormais pode servir para lançar outros olhares sobre a Educação Ambiental. O poder ubuesco integra o discurso que tem a uma só vez três propriedades: poder de vida e de morte, poder de verdade e poder de fazer rir. Nessa escrita tencionamos apresentar de que modo o referido conceito pode produzir efeitos na rede discursiva da Educação Ambiental, tendo como base o método da Cartografia. Para tanto, descrevemos alguns elementos que permitem considerar a existência de uma rede discursiva para esse tipo de educação. Além disso, comentamos sobre as três propriedades que compõem o referido discurso que possibilitam pensar o poder ubuesco como um elemento que perpassa a rede discursiva da Educação Ambiental.Abstract: The present paper is part of a written report on a study which aims to examine how the concept of Ubuesque power, mentioned by Michel Foucault in his work Abnormal, may be used to cast fresh glances over Environmental Education. Ubuesque power integrates a discourse that contains - at the same time - three properties: the power of life and death, the power of truth, and the power of making someone laugh. In this paper we present how that concept may produce effects on the discursive network of Environmental Education, based on cartography. Thus, we describe some elements that allow for the consideration of the existence of one discursive network for Environmental Education. In addition, we comment on the three properties of that discourse that allow for thinking about Ubuesque power as an element that runs through the discursive network of Environmental Education.
       
  • The Attitudes of Teachers of Natural and Social Sciences towards Teaching
           Online Inquiry Competencies and their Underlying Factors in the Use of the
           Internet

    • Abstract: Resumen: La actitud del profesorado es uno de los factores que inciden en la integración de las nuevas tecnologías en el aula. Desde allí nos preguntamos ¿Cómo influyen las actitudes del profesorado de ciencias naturales y ciencias sociales hacia la enseñanza de competencias de consulta en línea y sus factores de fondo en el uso del Internet' Participaron 33 profesores de 18 colegios públicos de una ciudad de Chile, asociados al proyecto conjunto entre Chile y Finlandia, AKA EDU03, aplicando un cuestionario Likert. Luego de un análisis de correspondencias múltiple, la edad se mostró como factor asociado a las actitudes de los profesores para la enseñanza de competencias de consulta en línea, lo que constituye un hallazgo interesante para profundizar en investigaciones futuras, particularmente hoy en actitudes relacionadas con la pandemia COVID 19 que demanda un mayor esfuerzo del profesorado por el uso de tecnologías en un formato remoto de enseñanza, evaluación y aprendizaje.Abstract: The attitude of the teaching staff is one of the factors affecting the integration of new technologies into the classroom. With that in mind, we ask ourselves: how do the attitudes of teachers of natural and social sciences towards teaching online consultation skills and their underlying factors influence the use of the Internet' 33 teachers from 18 public schools in a city of Chile, associated with the joint project between Chile and Finland, AKA EDU03, participated, applying a Likert questionnaire. After a multiple correspondence analysis, age was shown to be a factor associated with teachers' attitudes to teaching online consultation skills, which is an interesting finding for further research, particularly today in attitudes related to the COVID 19 pandemic, which demands greater effort from teachers in using technologies in remote teaching, assessment and learning formats.
       
  • Mobilizing Narrative Experiences as a Process of Reflection about and
           Change of the Pedagogical Practices of a Higher Education Mathematics
           Professor

    • Abstract: Resumo: Oriundo de uma tese que investigou experiências de formadores de professores de matemática em processos autoformativos, este artigo buscou mostrar possíveis compreensões das experiências de um formador de professores, na relação com processos autoformativos e reflexões transformadoras da prática. Adotou-se a pesquisa narrativa para a compreensão das experiências a partir de registros em vídeo, diário de campo e áudios de diálogos. Recorreu-se, ainda, à técnica da Análise Textual Discursiva (ATD), construindo-se as categorias de experiências como licenciando em Análise, experiências como formador e visão da formação continuada. Evidenciou-se que o formador passou a refletir sobre as experiências, ao revelar lacunas da formação e da prática desenvolvida, e passou a realizar novas estratégias avaliativas, com base em reflexões e interações vivenciadas. Concluiu-se que a participação do formador na pesquisa provocou mobilização de experiências e permitiu-lhe vivenciar movimentos de reflexão e de transformação da prática, caminho para se pensar novos modelos formativos.Abstract: This text originated from a doctoral dissertation on the experiences of Mathematics Teacher Educators in self-formative processes. The work aimed to disclose possible perceptions of a Teacher Educator regarding his relations with self-education processes and transformative thoughts during his practices. His classes were recorded on video and audio and then analyzed by means of Textual Discourse Analysis (ATD) to create what we called Experiential Groups: Experiences as a Learner of Analysis; Experiences as a Teacher Educator; and Opinion about Continuing Education. It was found that the Teacher Educator started to think about his experiences after gaps were identified in his own training and practices. Therefore, he proposed and carried out new assessment strategies based on thoughts and interaction. It was concluded that the Teacher Educator's participation in this research has engendered a mobilization of experiences and has allowed him to come across movements of thought, besides a change in practices - a path onto thinking about new formative practices.
       
  • The Concept of Cell in Biology Textbooks: aproblematic and ahistorical
           science

    • Abstract: Resumo: Este artigo buscou compreender como é apresentado o conceito de célula nos livros didáticos de Biologia aprovados pelo Programa Nacional do Livro Didático (PNLD) 2015, por meio da análise dos aspectos conceituais e sócio-históricos desses livros, estabelecendo relações entre as visões de Biologia e de mundo presentes neles. Para tanto, utilizamos como base teórico-metodológica o materialismo histórico-dialético, bem como os Estatutos Estruturantes da Biologia. Os resultados apontam que a maioria das obras não faz referência à história da formação do conceito de célula, caracterizando uma visão de Ciência aproblemática, a-histórica, dogmática e fechada. Concluímos que a forma como o conteúdo de célula está disposto nos livros didáticos analisados não viabiliza a compreensão do pensamento biológico como parte integrante de um processo sócio-histórico.Abstract: This article sought to explain how the concept of cell is presented in the Biology textbooks approved by the National Textbook Program (PNLD) 2015, through the analysis of the conceptual and socio-historical aspects of these books, establishing relationships between the views of Biology and of world present in them. To do that, we used historical-dialectical materialism as a theoretical-methodological basis, as well as the Structuring Statutes of Biology. The results show that most of the books do not refer to the history of the formation of the concept of cell, which characterizes a view of Science that is aproblematic, ahistorical, dogmatic, and closed. We conclude that the way the content on the cell is organized in the analyzed textbooks does not foster the understanding of biological thinking as an integral part of a socio-historical process.
       
  • Math Education in Intercultural Contexts: a logical-mathematical
           interpretation for duality Kaingang Kamé-Kairu

    • Abstract: Abstract: The aim of this paper is to present the results of research carried out in a Mathematics and Science training program for indigenous teachers of the Kaingang ethnic group by the Unochapecó in the municipality of Chapecó, Santa Catarina, Brazil. Based on the paradigm of ethno mathematics, one of the objectives of the program is to look for relations between traditional indigenous thinking and classical mathematics. We propose an analogy between logical-mathematical binary calculation systems and the Kaingang thought system expressed in its social organization and supported by two opposite and complementary dual categories: Kamé-Kairu. Our hypothesis postulates a certain similarity between the binary logic used for example, in logical circuits, and the binary system with which the traditional Kaingang culture encodes its social, natural, and even supernatural world. The binary pair Kaingang, Kamé-Kairu serves to codify relations of kinship, exchange, and alliances of the tribe, as well as the natural world that surrounds them. The analogy formulated provides interesting information for mathematical and scientific education in intercultural contexts.Resumo: O objetivo deste artigo é apresentar os resultados de uma pesquisa realizada em um programa de formação em Matemática e Ciências para professores indígenas da etnia Kaingang pela Unochapecó, no município de Chapecó, Santa Catarina, Brasil. Baseado no paradigma da etnomatemática, um dos objetivos do programa é buscar relações entre o pensamento indígena tradicional e a matemática clássica. Propomos uma analogia entre os sistemas de cálculo binário lógico-matemáticos e o sistema de pensamento Kaingang expresso em sua organização social e apoiado por duas categorias opostas e complementares: Kamé-Kairu. A hipótese postula certa semelhança entre a lógica binária usada, por exemplo, nos circuitos lógicos, e o binarismo com o qual a cultura Kaingang tradicional codifica a relação de parentesco, troca e alianças da tribo, bem como o mundo natural que os rodeia. A analogia proposta pode fornecer informações interessantes para a educação matemática e científica em contextos interculturais.
       
  • Clinical Interviews in Educational Research: an analysis based on
           discourse progressiveness

    • Abstract: Resumen: Se indaga sobre las improvisaciones que un entrevistador lleva a cabo durante la entrevista clínica orientada a obtener datos sobre el aprendizaje en Física. Se utilizaron registros de dos entrevistas que permitieron obtener datos de distinta calidad. Se caracterizan los tipos de intervenciones del entrevistador según su función: Socialización, Empatía, Introducción y Focalización. El análisis más potente se logra al incorporar la idea de discurso progresivo y un modelo para el mismo desarrollado por Marc Clarà. El estudio arroja resultados en dos niveles. Desde lo metodológico, avanza en entender cómo algunas maneras de intervenir posibilitan entrevistas más o menos productivas. En cuanto a la interacción discursiva, se arroja luz sobre aspectos de la entrevista, tomando como insumo un constructo teórico del discurso en las aulas. Dadas algunas similitudes en las formas de interacción, algunos de estos resultados podrían eventualmente constituir un aporte para analizar el aprendizaje en el aula.Abstract: This paper probes into the ways interviewers need to improvise as they carry out clinical interviews that pursue data on the learning of Physics. The records used had been obtained previously and allowed to produce data of different quality for the study. Interventions are typified according to their function (Socialization, Empathy, Introduction and Focalizing). A more compelling analysis is achieved by incorporating the idea of discourse progressiveness and a model for carrying it out that has been developed by Marc Clarà. The study delivers results at two different levels. As for methodology, understanding is advanced on how certain modes of intervention allow interviewers to obtain more or less valuable data. As for discursive interactions, light is shed on some of their characteristics during interviews by taking input from theory developed to describe classroom discourse. Given the interactional similarities between both settings, our results could perhaps feedback into the study of classroom learning.
       
  • The Characterization of Cyberculture Learning in Distance Education

    • Abstract: Resumo: Neste artigo apresentamos os resultados de uma investigação que buscou caracterizar a aprendizagem da cibercultura na modalidade de Educação a Distância (EaD), tendo o ciberespaço como meio em que ela ocorre. Os dados foram provenientes de entrevista com um estudante do curso de graduação em Ciências Naturais, na modalidade EaD. Os relatos do aprendiz foram interpretados segundo os procedimentos indicados pela análise de conteúdo, e sob um instrumento constituído por elementos do conceito de configurações de aprendizagem e da cibercultura. Com base nesse instrumento verificamos que a aprendizagem sobre a cibercultura é um conjunto de relações epistêmica, pessoal e social, principalmente do tipo epistêmico-prática, atrelada a elementos do modelo pedagógico e às linhas de força que compõem o primado da EaD. Os resultados apresentados podem ser úteis às discussões acerca do ensino e da aprendizagem na EaD, e da participação da cibercultura nos processos de formação.Abstract: In this article we present the results of an investigation that sought to characterize the learning of cyberculture in the Distance Education (DE) modality, with cyberspace as the medium where it occurs. The data came from an interview with an undergraduate student, in the distance education modality, in Natural Sciences. The apprentice's reports were interpreted according to the procedures indicated by content analysis, and with an instrument constituted by elements of the concept of learning venues, and of cyberculture. Based on this instrument, we verified that learning about cyberculture was a set of epistemic, personal, and social, mainly of the epistemic-practical type, together with elements of the pedagogical model and the driving forces that make up the primacy of distance education. We consider that the results presented here may be useful in discussions about teaching and learning in distance education, and the participation of cyberculture in educational processes.
       
  • Model Conceptions in Science Education Research: features and trends

    • Abstract: Abstract: Despite the ubiquity of models in science education, there are several different conceptions about their nature in the scientific community. We sought to investigate understandings about them conveyed in the recent research in science education. To this end, we have reviewed papers published on models and modelling between 2010 and 2019. Our analysis revealed that these different notions on the concept of model could be represented in three main trends: Concrete, Construct and Mathematical. In addition, we found that these studies: are predominantly empirical in nature; involve frameworks arising mainly from science education research itself, but with a considerable influence from Philosophy of Science and cognitive sciences; encompass Physics, Biology and Chemistry domains in relatively similar frequencies, but decreasing in this order. Another outcome of this study was the emergence of different scenarios regarding the journals consulted, revealing the existence of different thought styles in science education research community.Resumo: Apesar da onipresença de modelos no ensino de ciências, existem várias concepções diferentes sobre sua natureza na comunidade científica. Procuramos investigar os entendimentos sobre modelos veiculados nas pesquisas recentes em educação em ciências. Para tanto, revisamos artigos publicados sobre modelos e modelagem entre 2010 e 2019. Nossa análise revelou que essas diferentes noções sobre o conceito de modelo podem ser representadas em três tendências principais: Concreto, Construto e Matemático. Além disso, descobrimos que esses estudos são predominantemente de natureza empírica, envolvem referenciais decorrentes principalmente da própria pesquisa em educação científica, mas com considerável influência da Filosofia da Ciência e das ciências cognitivas, e abrangem os domínios da Física, Biologia e Química em frequências relativamente semelhantes, mas decrescendo nesta ordem. Outro resultado deste estudo foi o surgimento de diferentes cenários em relação aos periódicos consultados, revelando a existência de diferentes estilos de pensamento na comunidade de pesquisa em educação em ciências.
       
  • Internship and Research in Initial Teacher Education: changes in personal
           meanings of the teaching activity

    • Abstract: Resumo: Com base na Teoria Histórico-Cultural da Atividade, analisamos as transformações dos sentidos de um licenciando em atividade de estágio supervisionado com pesquisa, sobre a atividade docente, em especial a aprendizagem dos alunos e a experimentação no Ensino de Física. Esse estágio, que visa articular teoria-prática na formação inicial de professores, foi realizado no contexto das disciplinas de Metodologia do Ensino de Física, oferecidas por uma universidade pública brasileira. Utilizamos dados do relatório de estágio e de uma entrevista semiestruturada. Os resultados indicam que, inicialmente, o estágio não se caracterizava como uma atividade para esse sujeito, mas apenas uma ação necessária à conclusão da graduação, e seus sentidos se aproximavam de um ensino-aprendizagem transmissivo/receptivo. Contudo, no decorrer do processo formativo, foram elaborados novos sentidos sobre a atividade docente. Esses resultados reforçam a importância da pesquisa na realização do estágio supervisionado na formação inicial de professores.Abstract: Based on Cultural-historical Activity Theory, we analyze the transformations of a future teacher's personal meanings of teaching during supervised internship and research, especially student learning and experimentation in Physics Teaching. This internship aimed to articulate theory and practice in initial teacher education and was carried out as part of courses in Methodology of Physics Teaching offered by a Brazilian public university. We used data from the supervised internship report and a semi-structured interview. The results indicate that, initially, the supervised internship was not characterized as an activity for the future teacher, but only as an action needed to complete the undergraduate degree. His personal meanings of the teaching activity neared the notion of teaching-learning transmissive/receptive. However, during the formative process, new personal meanings of the teaching activity were elaborated. These results reinforce the importance of the supervised internship, together with research, in initial teacher education.
       
  • The Exhibition as a Substrate for Environmental Education in a Natural
           History Museum

    • Abstract: Resumen: Este artículo discute la presentación del medio ambiente y sus problemas en la exposición del museo de historia natural, así como analiza la presentación del medio ambiente y de problemas ambientales en el caso particular de la exposición del Museu Oceanográfico Univali, de Balneário de Piçarras, estado de Santa Catarina, en Brasil, como substrato para la educación ambiental de sus públicos. Para tal propósito, se desarrolló una investigación en el marco del paradigma cualitativo-interpretativo. Como resultado fue posible identificar a la exposición como una acción de educación ambiental de carácter conservacionista en el marco de un abordaje conductista.Abstract: This article discusses the presentation of the environment and its problems in Natural History museum exhibitions, as well as the presentation of the environment and environmental problems in the particular case of the exhibition of Museu Oceanográfico Univali, of Balneário de Piçarras, Santa Catarina State, Brazil, as a substrate for the development of visitors' environmental education. For this purpose, a study was developed within the framework of the qualitative-interpretative paradigm. As a result, it was possible to identify the exhibition as an environmental education action of a conservationist nature within the framework of a behaviourist approach.
       
  • O Show da Luna as a Mediating Genre for Scientific Education

    • Abstract: Resumo: Este artigo relata uma investigação de natureza documental, realizada no campo de estudos interdisciplinares da Linguística Aplicada. O objeto de pesquisa é a animação O Show da Luna, aqui categorizada como gênero emergente desenho animado científico educativo. O objetivo geral foi discutir as representações de ciência e analisar as funções pedagógicas que a animação pode assumir para mediar práticas e educação científica de crianças, especialmente abrangendo as humanidades como ciência legítima. Focalizou-se a ciência da língua(gem), que perpassa por todas as demais áreas científicas, construindo-as, mediando suas produções e comunicações. Por isso, a pesquisa resultou também na proposição de roteiros alternativos para a animação, visando-se a formação pela pesquisa em língua portuguesa na Educação Infantil.Abstract: This article reports on documentary research carried out in the field of interdisciplinary studies in Applied Linguistics. The research object is the animation O Show da Luna, categorized as an emerging genre: educational scientific cartoon. The general objective was to discuss science representations and to analyze the pedagogical functions that animation can assume to mediate scientific education practices for children, especially covering the humanities as legitimate science. The focus was on the science of language, which permeates all other scientific areas by building them, mediating their productions and communications. For this reason, the research also resulted in the proposal of alternative scripts for the animation, aiming at education through research in Portuguese Language in early childhood education.
       
  • Relations Between Reading Comprehension, Quantitative Reasoning Problem
           Solving and Executive Functions

    • Abstract: Resumo: Esta pesquisa teve como objetivo verificar as relações entre o desempenho em tarefas de resolução de problemas de raciocínio quantitativo, de leitura e de funções executivas em alunos de quinto ano do Ensino Fundamental. Além disso, foi verificada a presença do efeito de consistência, relacionado à concordância entre a linguagem do enunciado e a operação a ser utilizada nos problemas matemáticos. Os resultados evidenciaram relações (correlação de Spearman) entre as tarefas de: resolução de problemas, reconhecimento de palavras e compreensão de leitura, apontando para o importante papel da realização de inferências. Também foram encontradas correlações significativas entre as medidas de funções executivas, de compreensão de leitura e de resolução de problemas, com destaque para a memória de trabalho. O efeito de consistência foi encontrado (comparação de Wilcoxon), demonstrando que problemas cuja linguagem é consistente com a operação envolvida são mais fáceis de resolver do que os de linguagem inconsistente.Abstract: This research aimed to verify the relations between the performance of 5th graders in tasks of quantitative reasoning problem solving, reading and executive functions. Furthermore, the presence of the consistency effect was verified, which relates to the agreement between the wording of the mathematical problem and the operation required to solve it. The results evidenced relations (Spearman correlation) between the following tasks: problem solving, word recognition and reading comprehension, thus indicating the important role of inferences. Significant correlations were also demonstrated between measures of executive functions, reading comprehension and problem solving, with an emphasis on working memory. The consistency effect was found (Wilcoxon comparison), showing that problems in which language is consistent with the operation involved are easier to solve than problems with inconsistent language.
       
  • Heisenberg's Uncertainty Principle through the Theatrical Text
           Copenhagen

    • Abstract: Resumo: Analisamos o texto da peça teatral Copenhagen, de Michael Frayn, uma conversa pós-morte entre Heisenberg, Bohr e sua esposa Margrette, baseada no encontro dos cientistas em 1941. Envolve os princípios da incerteza e da complementaridade e a participação de Heisenberg na possível construção da bomba atômica alemã. Como dispositivo de análise mobilizamos elementos da dramaturgia, como conflito, gênero drama/épico, indicações cênicas, dramático/pós-dramático, em seus efeitos de sentido sobre incerteza, dando visibilidade a aspectos materiais desse texto. O princípio de Heisenberg aparece como inspiração para o eixo central de uma estrutura textual que produz diferentes sentidos de incerteza, ligados, metaforicamente, a elementos do princípio da incerteza da Teoria Quântica, produzindo um deslocamento das entidades da microfísica para entidades humanas. Limites epistêmicos associados à ontologia das entidades se transformaram em supostos limites para julgamentos ético-morais. Discutimos implicações para a educação em ciências são discutidas, e apresentamos apontamentos para futuras pesquisas.Abstract: We analyzed the text of the play Copenhagen by Michael Frayn, a posthumous conversation among Heisenberg, Bohr and his wife Margrette, based on the meeting of the scientists in 1941. It involves the principles of uncertainty and complementarity and Heisenberg's participation in the likely construction of the German atomic bomb. As an analytical device, elements of Dramaturgy were mobilized, such as conflict, drama/epic genres, scenic indications, dramatic/post-dramatic issues, and their effects on meaning production about uncertainty, by providing visibility to material aspects in this text. The Heisenberg's principle appears as an inspiration for the central axis of a textual structure that produces different meanings of uncertainty, metaphorically linked to elements of the uncertainty principle in Quantum Theory, and produces a displacement of entities from microphysics towards human entities. Epistemic limits associated with the entities' ontology have changed into supposed limits for ethical-moral judgments. The implications for Science Education are discussed, and ideas for future research are presented.
       
 
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