Vol. 33 No. 2 (2021): July - December

Investigación en Enseñanza de la Física

• From Newton's prism to the wiphala. Contributions to the teaching and dissemination of physics from science-art relationships

  Lisbeth Lorena Alvarado-Guzmán, Roberto Nardi

  7-15

  • PDF (Spanish)
  • HTML (Spanish)

• Elaboration of educational games: strategies in the teaching of physics during the COVID-19 pandemic

  Tatiane Alves Gonçalves, Luciano Denardin

  17-25

  • PDF (Portuguese)
  • HTML (Portuguese)

• Meaningful learning with instructional materials in physics inclusive teaching

  João J. S. Alves, Eduardo V. Souza, Jonatas C. F. Souza, Carlos E. F. Moraes

  27-35

  • PDF (Portuguese)
  • HTML (Portuguese)

• Teacher education for the appropriation and integration of digital information and communication technologies in physics education

  André Ary Leonel, Pyetro Vidmar Muryel, Paulo Pastorio Dioni

  37-44

  • PDF (Portuguese)
  • HTML (Portuguese)

• Situations of online experimental problem for the learning of Physics

  María Maite Andrés

  45-53

  • PDF (Spanish)
  • HTML (Spanish)

• An experimental didactic proposal applied to the Electricity unit in a scientific high school in Costa Rica

  Eduardo Arias

  55-62

  • PDF (Spanish)
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• The Case Study Method in physics teaching: student perceptions of high school

  Ariane Baffa Lourenço, Alessandra Elisa Caccia Sousa, Gláucia Grüninger Gomes Costa, Pedro Donizete Colombo Junior, André Luis de Jesus Pereira

  63-71

  • PDF (Portuguese)
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• Verbal interactions between students from a Latourian perspective in an investigative workshop on Magnetism with kinescopes

  Roberto Barreto de Moraes, Deise Miranda Vianna

  73-80

  • PDF (Portuguese)
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• Refining Archimedes' principle through classroom experimentation, an analysis from discourse progressiveness

  Nicolás Baudino Quiroga, Enrique A. Coleoni

  81-87

  • PDF (Spanish)
  • HTML (Spanish)

• The relationship between theory and practice according to future physics teachers during the supervised internship in the pandemic context

  Jessica dos Reis Belíssimo, Fabiano Parma, Roberto Nardi

  89-96

  • PDF (Portuguese)
  • HTML (Portuguese)

• Science laboratory in a technical school from teachers' perspective

  Niomar Bolano Jalhium, Fernanda Catia Bozelli

  97-104

  • PDF (Portuguese)
  • HTML (Portuguese)

• The discourse-theory-experiment triad for the conceptual learning of physics teacher students

  Carlos Saúl Buitrago Volcán, Maite Andrés Zuñeda

  105-114

  • PDF (Spanish)
  • HTML (Spanish)

• Contributions of a continuing education course to the teaching practice in the teaching of astronomy

  Cleberson José Cavalcanti, Roberto Nardi

  115-122

  • PDF (Portuguese)
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• Methodological strategies for the content oscillations and mechanical waves in Industrial Engineering

  María Gabriela Campos Fernández

  123-131

  • PDF (Spanish)
  • HTML (Spanish)

• Visualization as a theoretical-methodological framework in the use of simulations: a proposal on atomic models.

  Helen Clemes Cardoso, Tatiana da Silva

  133-141

  • PDF (Portuguese)
  • HTML (Portuguese)

• Model for evaluating the proof argument in a model-based teaching context

  Fredy Coelho Rodrigues, Marco Aurélio Alvarenga Monteiro

  143-151

  • PDF (Portuguese)
  • HTML (Portuguese)

• Physics teacher training statistics in Brazil in the 21st century

  Marília Alana Costa de Jesus, Renato Santos Araujo

  153-159

  • HTML (Portuguese)
  • PDF (Spanish)

• New technologies for teaching Physics: interactive videos with H5P

  Adriana del Carmen Cuesta, María Natacha Benavente Fager

  161-168

  • PDF (Spanish)
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• Scientific explanation in a science classroom. Some didactic considerations from students’ explanations

  Guillermo Cutrera, Marta Massa, Silvia Stipcich

  169-177

  • PDF (Spanish)
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• Experimental activities for the teaching of standing waves by means of devices built with accessible materials

  Ernesto Cyrulies, Horacio Salomone, Néstor Olivieri

  179-186

  • PDF (Spanish)
  • HTML (Spanish)

• Teaching astronomy in sign languages

  Vanessa Cristina da Silva Ferreira, Wagner Cabral dos Santos dos Santos, Viviane Morcelle

  187-194

  • PDF (Portuguese)
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• Science trail: integrating school communal areas with interactive experiments

  Marco André de Almeida Pacheco

  195-204

  • PDF (Portuguese)
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• Quantum mechanics in the curriculum of graduation courses in Physics in southeastern Brazil

  Eric Delarco Bertoni, Leandro Londero

  205-212

  • PDF (Portuguese)
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• Gender relations and social representation of scientists

  Amanda do Rêgo Moura, Gustavo Isaac Killner, Julyana Gomes Taques- Villagrán

  213-217

  • PDF (Portuguese)
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• Teaching about light on pandemic times: an experience of collaborative work

  Facundo Dyszel, Patricia Luppi, Cecilia Acevedo

  219-226

  • PDF (Spanish)
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• Communication and creativity: a contribution to learning about introductory topics in modern physics

  Consuelo Escudero, Daniela Zalazar-García

  227-236

  • PDF (Spanish)
  • HTML (Spanish)

• A socio-scientific didactic sequence about the life cycle assessment of lithium batteries

  Rogério Falasca Alexandrino, Adriana Bortoletto

  237-244

  • PDF (Portuguese)
  • HTML (Portuguese)

• Comic books produced by high school students: identifying meanings and indicators of scientific literacy

  Maria Bethânia de Siqueira Leite Fochi dos Santos, Adriana Bortoletto Bortoletto, Isabel Cristina de Castro Kondarzewsky

  245-252

  • PDF (Portuguese)
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• Diary of sky: continuing education and teaching praxis in astronomy

  André Luis Cordeiro Garcia, Roberto Nardi

  253-258

  • PDF (Portuguese)
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• The use of social networks for scientific diffusion and Astronomy teaching

  Paulo Roberto Gomes Silva Filho, Maria Letícia Galluzzi

  259-265

  • PDF (Portuguese)
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• A study on language as a facilitator of physics classes for visually impaired students

  Sofia Hallais, Artur Batista Vilar, Maria da Conceição Barbosa-Lima

  267-273

  • PDF (Portuguese)
  • HTML (Portuguese)

• Creation of a virtual reality prototype about rotational mechanics of ballet through designbased research

  Diana Herrero-Villarreal

  275-283

  • PDF (Spanish)
  • HTML (Spanish)

• Representational analysis of four remote laboratories for Physics teaching

  Ignacio Idoyaga, Carlos Arguedas-Matarrita

  285-292

  • PDF (Spanish)
  • HTML (Spanish)

• Design of an experimentation module based on nature of science and inquiry

  Diana Jiménez Robles, Bryan Valverde Alvarado, Marianela Navarro

  293-300

  • PDF (Spanish)
  • HTML (Spanish)

• Evaluation alternative using conceptual maps

  Alberes Lopes de Lima, David do Nascimento Almeida, Stela Maria Cavalcanti Silva, Tiago da Silva, Ruan Marinho Cunha de Barros, Mayara Lopes de Freitas Lima

  301-307

  • PDF (Portuguese)
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• Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica

  Marco Vinicio López Gamboa, Diego Armando Retana Alvarado

  309-316

  • PDF (Spanish)
  • HTML (Spanish)

• Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks

  Sônia Elisa Marchi Gonzatti, Andréia Spessatto De Maman, Italo Gabriel Neide

  317-324

  • PDF (Portuguese)
  • HTML (Portuguese)

• Case study on teacher education in a physics undergraduate course

  Tuane Martins Corrêa, André Ary Leonel

  325-332

  • PDF (Spanish)
  • HTML (Portuguese)

• Physics teaching and card games: the playful as teaching resource in teacher training

  Lucas Massensini de Azevedo, Eugenio Maria de França Ramos, Bernadete Benetti

  333-341

  • PDF (Portuguese)
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• Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum

  Carlos Mometti, Tanja Tajmel, Maurício Pietrocola

  343-350

  • PDF (Portuguese)
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• Development of a remotely controlled experimental proposal for the study of optical phenomena

  Marco Aurélio A. Monteiro, Samuel J. de Carvalho, Rodolfo M. Rolando, Fredy Coelho Rodrigues

  351-358

  • PDF (Portuguese)
  • HTML (Portuguese)

• Peer-Project Learning methodology: an innovative implementation of the teaching-learning process at the university level in Ecuador

  Eduardo Montero, Erick Lamilla, Daniela Guzmán, Jorge Roblero, Arturo Pazmino, Esther Gutiérrez, Víctor Velasco, Luis Pabón, Alex Romero

  359-364

  • PDF (Spanish)
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• Active Learning of Physics and Rasch analysis for electrical circuits using physlets

  César Mora, Marco Antonio Moreira, Jesús Ángel Meneses-Villagrá

  365-378

  • PDF (Spanish)
  • HTML (Spanish)

• Meninas do radium: as mídias digitais como instrumento para inclusão de gênero na física durante a pandemia de covid-19 no Brasil

  Viviane Morcelle, Érico Mata, Karine Gagno, Juliana Coutinho, Amanda Souza, Antonio Carlos Fontes dos Santos, Thainá Neves, Gabrielle Freitas, Liliane Morcelle, Cecília Barbosa, Vanessa Ferreira, Marcos da Silva Gonçalves

  379-385

  • PDF (Portuguese)
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• Collective semiotic constructions in the classroom for the learning of physics

  Edwin Mosquera Lozano, German Londoño Villamil

  387-396

  • PDF (Spanish)
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• Construction and application of the Van der Graaff generator low cost in high school physics classes with student participation

  Istenio Nunes de Morais, Frederico Augusto Toti

  397-403

  • PDF (Portuguese)
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• Teaching fluid mechanics through hydraulic fracturing: a case of developing political sensibilities of people through socio-scientific issues

  Mauricio Ortega, Nelson Hoyos, Roberto Nardi

  405-411

  • PDF (Spanish)
  • HTML (Spanish)

• The study of electrical installations: an analysis in light of Gardner's multiple intelligences

  Gabriel Santos Ortiz, Luciano Denardin

  413-420

  • PDF (Portuguese)
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• Thoughts on the use of podcast in physics teaching in pandemic times

  Daniela Cristina Panciera, Juarez Dal'Acqua Junior, Carlos Henrique Ries, Guilherme Tirelli, Vinícius Falavigna Dalfovo, André Ary Leonel

  421-428

  • PDF (Portuguese)
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• The role of experimental activities according to future physics teachers in internship activities

  Fabiano Willian Parma, Roberto Nardi

  429-436

  • PDF (Portuguese)
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• Games in the Teaching of Physics: a proposal on the consumption of electrical energy

  Cassiane Beatrís Pasuck Benassi, André Bonfante Bório, Dulce Maria Strieder

  437-444

  • PDF (Portuguese)
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• Astronomy, Common National Curriculum Basis and the production of didactic materials: an experience report

  Denis Eduardo Peixoto, Mário Conceição Oliveira, José Vicente Alves Teixeira Júnior, Wagner Garcia Pereira

  445-450

  • PDF (Portuguese)
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• Proposals of experimental activities for a remote high school physics course

  Carlos Frederico M. Rodrigues, Nataly O. de Carvalho, Raiane da C. Pacheco, Victor S. Marinho, Deise M. Vianna, Vitorvani Soares

  451-458

  • PDF (Portuguese)
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• Physics contents in student researches referred to 2019 solar eclipse

  Claudia María Romagnoli, Viviana Rosa Sebben

  459-467

  • PDF (Spanish)
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• The History of Science and Computational Simulation in Physics teaching and learning

  Pedro Rosa, Aguinaldo de Souza

  469-477

  • PDF (Portuguese)
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• Non-Newtonian fluids and the solution to the millennial problem of armor - a proposal for remote teaching with a STEAM approach

  Paulo Victor Santos Souza, Eduardo Aquino Lima, Rafael de Sousa Dutra, Marco Adriano Dias

  479-486

  • PDF (Portuguese)
  • HTML (Portuguese)

• Analysis of National High School Examination physics issues in Bloom's revised taxonomy perspective (2014-2019)

  Valéria Silva Dias, Fernando Augusto Silva, Yukio Kitamura Filho

  495-502

  • PDF (Portuguese)
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• Use of virtual resources for teaching electrical circuits in elemental courses of Engineering careers: A comparative study

  Graciela M. Serrano, Carlos Martinez, Silvia Clavijo

  487-494

  • PDF (Spanish)
  • HTML (Spanish)

• Sound education contextualized with music in the teaching of sciences through technological and historical-cultural tools

  Rafael Swarowsky, Valmir Heckler, Hebert Lobo

  503-509

  • PDF (Portuguese)
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• Physics didactic laboratory from the perspective of using research results in the area of science teaching

  José Vicente Alves Teixeira Júnior, Roberto Nardi

  511-519

  • PDF (Portuguese)
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• Inclusive Physics teaching at the university level: the case of the Physics Institute of UERJ

  Ana Beatriz Vaz de Azevedo, Maria da Conceição de Almeida Barbosa Lima, Eduardo Oliveira Ribeiro de Souza

  521-528

  • PDF (Portuguese)
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• Conceptual development through computer simulations: a case study in physics

  Juan José Velasco, Laura Buteler, Enrique Andrés Coleoni

  529-536

  • PDF (Spanish)
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• The challenges of assessment in the virtual teaching format in an Introductory Physics

  Myriam Villegas Villegas, Adriana Arce Arce, Ana Paula Lucero, Julio Benegas Benegas

  537-544

  • PDF (Spanish)
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• Potentially meaningful teaching units for physics teaching: a scenario from dissertations and theses produced in Brazil

  Reginaldo A. Zara, Claudinéia de Oliveira Martins

  545-551

  • PDF (Portuguese)
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• Exploring physical concepts on semiconductors by means of comics design

  Reginaldo A. Zara, Leidi Katia Giehl

  553-561

  • PDF (Portuguese)
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• The covid-19 challenge: keeping active learning approach to physics instruction in distance learning

  Julio Benegas, Ana Paula Lucero, Myriam Villegas

  563-568

  • PDF (Spanish)
  • HTML (Spanish)