v. 12 (2017) | Conexão Ciência (Online)

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Publicado: 2017-12-15

Comunicações Breves

Editorial

XVII IOSTE SYMPOSIUM Science and Technology Education for a P
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Editorial

XVII IOSTE SYMPOSIUM Science and Technology Education for a P
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Artigos Originais

A problematizing STS education proposal: the case of Monte Carmelo’s ceramics

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1-7
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A project about materials as subject content within technology education

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8-14
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Action Research: organising a virtual conference on science education justice and inclusion

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

15-17
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An Alternative Conceptualization of the Nature of Science for Science and Technology Education

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

18-24
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An innovative research-focused intervention for upper secondary science students

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

25-29
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Analyzing of a mediated activity in primary school science: a monograph

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

30-38
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Are there interesting cultural interconnections between the sciences, technologies and traditional societies?

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

39-44
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Assessing the effectiveness of a tobacco use prevention programme based on the school curriculum

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

45-51
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Augmentation of Museum Science Education using Human-Interaction Technology

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

52-55
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Botany classes’ contextualization: A research work inside three Brazilian universities and a Portuguese one

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

56-61
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Brazilian teachers' perceptions of genetics as school contents

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

62-68
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Connectivism and Teacher Constructivism in Science and Technology Education Focusing on Inquiry-based Science Education

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

69-75
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Design principles for a didactic sequence on cell biology contextualized by social and ethical issues

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

76-82
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Development of Southeast Asia Regional Standards for Science Teachers: Implication for Equitable Outcome in Science and Technology Education

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

83-88
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Digestion as an example of integrated teaching of chemistry and biology

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

89-95
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Drama for inclusion in science: recognising the role of artisan input

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

96-102
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Enhancing botany teaching and learning with Problem/Project-based Learning (PBL) approaches at a federal institution in Sao Paulo State, Brazil

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

103-108
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Environmental education and biodiversity in the media

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

109-114
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Epistemic Artifacts for Supporting Students’ Constructing Arguments on Socio-Scientific Issues

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115-119
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Exploring How to Communicate with Zoo Visitors: The Impact of an Elephant Story on Zoo Visitors’ Awareness toward Environmental Issue

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

120-124
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Exploring outdoor science in teacher education from a comparative Scandinavian perspective

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125-130
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Exploring Preservice Teachers’ Pedagogical Reasoning: A pilot study

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131-138
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From Macroscopic to Microscopic Vision for the Acquisition of the Concept of Living Being by Primary School Children

XVII IOSTE SYMPOSIUM Science and Technology Education for a P

139-146
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Gender Awareness in Teacher Education: Towards an Embodied and Inclusive Approach to Elementary Science Education

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147-152
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Health promotion and education in Portuguese schools: Links between the health and the education sectors

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153-158
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History of Science as Context in Physics Teaching Sequences. Levels, Illustration and Framework

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159-169
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How can a garden be used to learn Science? A students’ point of view in a collaborative garden project

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170-175
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How confident are primary school teachers to teach science? A comparative European study

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176-184
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Human genetics and didactic transposition: the expression of skin color, eye color, and height in Brazilian and Portuguese textbooks

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185-192
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In technology training of science teachers: discussions of the teaching qualification.

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193-198
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Innovation and Entrepreneurship as Economic Change Agents: The Role of STEM Education in Australia

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199-203
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Investigating how undergraduate Biological Sciences students understand tree-thinking: results from two Brazilian institutions

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204-209
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L.Y.R.A. – Laboratory of Inquiring in Robotics and Astronautics

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210-216
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Learning science in a STS perspective: a didactic experience with 5th grade students

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217-222
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Making a case for outdoor engagement in environmental studies at Indian schools

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223-230
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Meaning-making from CPD – developing practice in own classroom and as a peer in the local science PLC

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231-237
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Moral judgment of high school students in the context of an evaluation process

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238-243
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Multimodality of Explanation in Physics Class. Literacy engineering students

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244-250
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Parents’ Evaluations of the Observation Guide Supporting Zoo Visitor’s Scientific Observations

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251-255
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Perception and connectedness with marine and coastal environments: the perspective of basic education and undergraduate students from two Brazilian cities

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256-263
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Primary and Secondary School Teachers’ Conception of Environmental Education in the English and French Speaking Subsystems of Education in Cameroon

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264-270
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Representations of “laboratory activity”, “experimental activity” and “practical activity” constructed by master’s degree students

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271-277
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Routes into student engagement as part of the pedagogical reasoning of teachers

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278-283
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Science capital and artistic souls: how the drop-off from science starts

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284-289
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Science Education: how some Brazilian and international journals approached the theme in 2010-2014

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290-297
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Social Representation of Marine and Coastal Environments: a perspective of teachers from southeast coast of Brazil

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298-305
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Stand of Science: mobile communication science inquiring about culture and society in schools

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306-312
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STEAMing ahead: why and how science and science education need the arts

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313-321
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Teacher educators’ strategies for using pre-service teacher-authored stories in teacher education.

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322-328
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Teacher roles during inquiry-based teaching in the early-years

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329-334
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Teachers’ Conceptions of Environment in Sarawak, Malaysia

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335-340
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Teaching science in primary school through an interdisciplinary approach: a classroom case study

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341-347
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Teaching sciences during the 18th century: an education in experiment and reasoning

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348-354
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Teaching tools and the quality of science education: some reflections

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355-358
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The construction of teacher knowledge in a Biology pre-service program

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359-362
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The curriculum and the textbook of basic education: contributions for the formation of undergraduates in Biological Sciences

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363-368
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The effectiveness of Management Education Model on academic resilience of university students

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369-374
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The influence of scientific discourse on student´s understanding of biodiversity complexity

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375-379
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The Platypus: an extraordinary animal for teaching

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380-386
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The Predictive Effects of Attitudes toward Science and Mathematics on Science and Mathematics Achievement in TIMSS among Southeast Asian Eighth Grade Students

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387-397
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The steam generator project – The development of key competencies in first year engineering physics students in Guangxi, China

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398-403
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The uses of evidences and their evaluation in written arguments about a codominance case

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404-407
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To communicate the theory of evolution to all from babies to adults

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408-415
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Training Timorese Science teachers in the context of international cooperation: what role could ICT play?

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416-423
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Validation and production of inquiry didactic sequences of biology

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424-427
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Youth Perceptions of Science, Technology, and Engineering in Workshops at a Community Organization

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428-434
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