Vol. 34: Extra Issue: Selection of papers submitted to SIEF

Editorial

• SIEF16: un desafío necesario

  7

  • PDF (Spanish)

• Reflections on current education in physics. Conceptual basis

  Ricardo Rubén Addad, Alejandra Rosolio, Rosana Cassan

  9-14

  • PDF (Spanish)

• Analysis of a didactic tool based on argumentation: nuclear energy under debate

  Rocío Andreani, María Beatriz Roble, Jorge Cornejo

  15-22

  • PDF (Spanish)

• Relationship maps to make students' thinking visible

  Fany G. Arrese, Graciela B. Roston

  23-29

  • PDF (Spanish)

• First advances towards the understanding of the role of the interaction with peers and teachers in the evolution of private knowledge of mechanics

  Daniel Badagnani, María Cristina Terzzoli

  31-39

  • PDF (Spanish)

• Tracking the trajectory: an ICT-based didactic proposal for teaching representations of motion

  Nicolás Baudino Quiroga, Luciano Ferrufino, Maricel Occelli

  41-46

  • PDF (Spanish)

• Semantic Density of physical-mathematics structures and the approach to mathematics in teaching physics

  Otávio Bocheco, Frederico Firmo Souza Cruz, Sandro da Silva Livramento Machado

  47-54

  • PDF (Portuguese)

• Laboratory work in learning geometric optics during the pandemic

  Silvia Bravo, Silvana Ledesma Venecia

  55-63

  • PDF (Spanish)

• Astronomy in the initial training of physics teachers

  Néstor Eduardo Camino, Bettina Bravo, Iván Bustos Fierro, María Silvina De Biasi, Mariela Alejandra Corti, David Constantino Merlo, Santiago Paolantonio, María Paula Álvarez

  65-73

  • PDF (Spanish)

• Analysis of articles on scientific vulgarization about the centenary of the 1919 eclipse in Sobral and the supposed confirmation of general relativity

  75-83

  • PDF (Portuguese)

• Discussing the history and nature of science through the Toulmin argument pattern: contributions to physics teaching

  Clair de Luma Capiberibe Nunes, Wellington Pereira de Queirós, Luiz Gonzaga Roversi Genovese, Nádia Cristina Guimarães Errobidart

  85-93

  • PDF (Portuguese)

• The teaching of physics in radiology: a scenario of contrasts

  Nelly Yolanda Céspedes Guevara, Rosa Nidia Tuay Sigua

  95-99

  • PDF (Spanish)

• E = mc2 on YouTube: an analysis based on the theory of semi-formation

  Joyce Luzia Chaves Dutra, Wellington Pereira de Queirós, Clair de Luma Capiberibe Nunes

  101-109

  • PDF (Portuguese)

• Research questions in pedagogical interdisciplinary proposal using sensors

  Andrea Silvana Ciriaco, Ximena Bustos, Zoe Maldonado Vélez, Tamara Pacheco

  111-117

  • PDF (Spanish)

• A proposal, centered on the notion of lexical richness, for the study of the instructive content of school scientific explanations

  Guillermo Cutrera, Marta Massa, Silvia Stipcich

  119-126

  • PDF (Spanish)

• The views of nature of science by brazilian students from a federal institute of science and technology

  Ronivan Sousa da Silva Suttini, Nádia Cristina Guimarães Errobidart, João José Caluzi

  127-134

  • PDF (Portuguese)

• Student voice and choice for building project-based learning

  Patrick Luiz Guevara Delgado, Lisiane Barcellos Calheiro

  135-143

  • PDF (Portuguese)

• Teaching activity of a physics team: contradictions when developing school evaluation

  Almir Guedes dos Santos, Maria Lúcia Vital dos Santos Abib

  145-153

  • PDF (Portuguese)

• Evaluation of learning mediated by ICT through tools built under the notion of conceptual profile

  Claudio Enrique

  155-163

  • PDF (Spanish)

• Flipped classroom in classical mechanics: optimizing virtual resources

  Cecilia Fernández Gauna, Belén Planes, María Clara Zonana, Marcela Calderón

  165-171

  • PDF (Spanish)

• Exergetic analysis in the educational field

  Luis Gago, Nicolás Schpetter, Alejandro Mandrile, Natalia Stark

  173-181

  • PDF (Spanish)

• Some contributions of the epistemology of physics for science teaching. The case for energy in high school

  Nicolás Gandolfo, Laura Buteler, Jenaro Guisasola

  183-191

  • PDF (Spanish)

• Refraction in thin lenses: approach to the phenomenon in university textbooks

  Norah Giacosa, Claudia Zang, Alejandro Such

  193-202

  • PDF (Spanish)

• Meanings produced by students of the basic cycle on Ionizing Radiation from reading scientific divulgation texts

  Rafael Gombrade, Leandro Londero

  203-209

  • PDF (Portuguese)

• Analysis of the relativistic dynamics approach in high school and university textbooks

  Richard González, María Rita Otero, Marcelo Arlego

  211-219

  • PDF (Spanish)

• Discussing the epistemologies of Thomas Kuhn and Ludwik Fleck: an analysis on the photoelectric effect

  Eliéverson Guerchi Gonzales, Ronivan Sousa da Silva Suttini, João José Caluzi

  221-229

  • PDF (Portuguese)

• Analysis of images about electrostatic induction

  Carla Inés Maturano, Carina Alejandra Rudolph

  231-239

  • PDF (Spanish)

• Semiotic registers in argumentative contexts for the understanding of mechanical work

  Edwin Mosquera Lozano, Ignacio Idoyaga, Germán Londoño Villamil

  241-247

  • PDF (Spanish)

• Key ideas for optical phenomena modelling: photon emission and absorption

  Arlet Orozco Marbello, Rafael Amador-Rodríguez

  249-255

  • PDF (Spanish)

• Digital educational resources for science teaching

  Paola Otero, María Paz Gazzola, María Rita Otero, Viviana Carolina Llanos

  257-266

  • PDF (Spanish)

• The use of simple experimental activities for the teaching of molecular geometry: the case of the pedagogical boxes

  Melissa Quesada-Solís, Eric Montero-Miranda

  267-274

  • PDF (Spanish)

• Inclined plane forces decomposition: interpreting difficulties as obstacles

  Fábio Ramos da Silva, Silvio José de Freitas Santos, Roberto Gonçalves Barbosa

  275-282

  • PDF (Portuguese)

• Teacher knowledge: modeling free fall or modeling theoretical model?

  José Manuel Ruvalcaba Cervantes, Ricardo Quintero Zazueta

  283-288

  • PDF (Spanish)

• Competencies in experimental sciences. Interdiscipline as a proposal

  Nancy Saldis, Marcelo Gómez

  289-296

  • PDF (Spanish)

• Divergent thinking and metascientific component in future physics teachers

  Marcelo A. Salica, Mirian E. Almirón, Valeria Olguin

  297-304

  • PDF (Spanish)

• Teaching the matter structure at high school research

  Nair María Sarquis, María Milagros Gonzalez

  305-311

  • PDF (Spanish)

• Reflections of a group of university Physics teachers on the teaching practice in the laboratory

  Miriam Scancich, Marta Yanitelli, Leandro Pala

  313-320

  • PDF (Spanish)

• Augmented reality in the teaching of Physics

  Patricia Schaspchuck, Guillermo Peralta, Carla M. Mansilla Mansilla, Rosa Mabel Becchio

  321-328

  • PDF (Spanish)

• Physical Optics learning from laboratory work

  Graciela Serrano, Silvia Clavijo, Camila Muñoz, Ignacio Idoyaga

  329-335

  • PDF (Spanish)

• An investigation on the teaching of non-equilibrium thermodynamics in a basic university course

  Carlos Silva, Ignacio Hamad

  337-344

  • PDF (Spanish)

• Mistakes and inconsistencies in the treatment of magnetic force in university texts

  Cintia N. Sposetti, Gloria P. Colombo, Patricia E. Fernandez, Ignacio Tabares

  345-351

  • PDF (Spanish)

• Implementación de un circuito RLC en el laboratorio remoto VISIR para el trabajo experimental en física

  Kendall Ugalde Castro, José Picado Madrigal, María Gabriela Campos Fernández, Eduardo Arias Navarro, Fiorella Lizano-Sánchez, Carlos Arguedas-Matarrita

  353-361

  • PDF (Spanish)

• The use of VideoScribe as an assessment strategy in the classroom of Physics 1

  Javier E. Viau, Maria A. Tintori, Natalia Bartels

  363-370

  • PDF (Spanish)

• Treatment of cross-cutting aspects related to energy in university physics textbooks

  Claudia Mariela Zang, Norah Silvana Giacosa

  371-379

  • PDF (Spanish)