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Vol. 33 No. 3 (2021): July - December
Vol. 33 No. 3 (2021): July - December
Published:
2021-12-12
Research
Evolution of the level of scientific literacy of future physics teachers: a longitudinal study
Patrick Alves Vizzotto
7-21
PDF (Portuguese)
HTML (Portuguese)
Investigations on the specialized knowledge of physics teachers: state of the art between 2001 and 2018
Stela Silva Lima, Marta Maria Pontin Darsie, Geison Jader Mello
23-37
PDF (Spanish)
HTML (Portuguese)
A systematic review on the playful experiences for teaching Physics and Chemistry in high school
Marcelo Araoz, Valeria Olguín
39-49
PDF (Spanish)
HTML (Spanish)
Science teaching by investigation: the viability of human survival outside Earth
Danielle Caroline da Silva Chagas, Lucas Antonio Caritá
51-73
PDF (Portuguese)
HTML (Portuguese)
Digital simulators in the epistemological context of Gagné and Vygotsky: a didactic intervention proposal on electricity and electrical circuits
Marcello Ferreira, Olavo L. S. Filho, Alexandre Strapasson, Khalil Oliveira Portugal, Ane Caroline Maciel
75-88
PDF (Portuguese)
HTML (Portuguese)
The use of the spreadsheet for understanding the daily solar movement from observations of the sky made in non-presential classes
Diego Galperin, Josué Dionofrio, Andrés Raviolo
89-100
PDF (Spanish)
HTML (Spanish)
The Visual Appearance of Relativistic Contraction in Physics Books Approved in PNLD 2018
Ricardo Capiberibe Nunes, Wellington Pereira Queirós, Jefferson Adriany Ribeiro da Cunha
101-113
PDF (Portuguese)
HTML (Portuguese)
Thinking levels model and cognitive learning resources for physics teaching
Alejandro Pérez Rangel
115-128
PDF (Spanish)
HTML (Spanish)
Definition of electric current as ordered movement of electric charges: pragmatic-cognitive analysis
Lizandra Botton Marion Morini, Fábio José Rauen
129-142
PDF (Portuguese)
HTML (Portuguese)
Essays and Special Topics
Nonlinear equations in Physics, and their resolution using high order multi-step iterative methods
Santiago Quinga
145-165
PDF (Spanish)
HTML (Portuguese)
What is the EPR paradox? A didactic reconstruction of the article by Einstein, Podolsky and Rosen
Ramon Wagner, Alfonso Werner da Rosa, Nathan Willig Lima, Matheus Monteiro Nascimento
167-182
PDF (Portuguese)
HTML (Portuguese)
Teaching Narratives
Motivating teaching strategies in physics for students of agronomics
Marta A. Losada, Claudia M. Giletto, Sandra E. Silva, María N. Cassino
183-195
PDF (Spanish)
HTML (Spanish)
Dramatizing Science: Copernicus and his Heliocentric Theory
María Paula Pelaez, Sandra A. Hernández
197-202
PDF (Spanish)
HTML (Spanish)
Thesis
La enseñanza de la física en resonancia con los estudiantes sordos de educación media general del estado Monagas
Lisbeth Rodríguez Marín
203-203
PDF (Spanish)
HTML (Spanish)
Upcoming Events
Anuncios y novedades
205-217
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