Vol. 32: Extra Issue: Selection of papers submitted to SIEF

Editorial

• Editorial

  5-5

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• Kaplamino under the magnifying glass of classical physics

  Walter Acosta, Sandra A. Hernández

  7-14

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• Probability calculation technique for the distribution of electrons in the Double Slit Experiment: conceptualization analysis

  Keidy Alejandra Alvarado Puentes, María de los Ángeles Fanaro

  15-23

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• Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning

  Daniel Badagnani, María Cristina Terzzoli, Erica Schlaps, Diego Petrucci

  25-32

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• B-learning modality for the teaching of Physics II: students’ perception and evaluation of its impact on learning achievements

  María Natacha Benavente Fager, Adriana del Carmen Cuesta

  33-42

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• "... there was a city called Punta Lara": a didactic sequence about climate change in times of pandemic by COVid-19

  Araceli Billodas, Fernando Garelli, Silvina Cordero

  43-51

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• Possibilities of digital educational resources for implementation of data acquisition systems in experimental work Mónica Eliana Cardona Zapata1*, Vanessa Arias Gil1, Sonia López Rios1 y Manuela Mesa Flórez1

  Mónica Eliana Cardona Zapata, Vanessa Arias Gil, Sonia López Rios, Manuela Mesa Flórez

  53-61

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• Moon (ca´agoxoic) roles in Qom people temporalities as a teaching proposal in cultural diversity contexts

  Geraldine Chadwick, José Antonio Castorina, Leonor Bonan

  63-70

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• Metallurgy experiences through a flexible remote laboratory with programmable devices

  Silvia Clavijo, Graciela Serrano, Lidia Catalán

  71-78

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• The design of Physics activities facing the challenge of school heterogeneity in secondary education

  María Alejandra Domínguez, Daiana Garcia, Gabriela Acosta

  79-87

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• ABP Ctx in learning fluid dynamics and developing critical thinking

  Fabiola Escobar Moreno

  89-96

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• Learning with digital games: modeling interaction with Portal 2

  Rosario Escobar, Laura Buteler

  97-105

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• Basic concepts about electricity and magnetism in an elementary school and project-based learning

  María de los Ángeles Fanaro, Mariana Elgue, Juan Suasnába

  107-116

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• Comparison of students’ and teachers’ mental models of day and night, seasons and lunar phases: an analysis based on astronomical reference frames

  Diego Galperin, Marcelo Alvarez, Leonardo Heredia, Rayén Saéz, Anabel Milner

  117-124

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• Analysis of educational and outreach videos about day/night, seasons and lunar phases

  Diego Galperin, Marcelo Alvarez, Leonardo Heredia, Javier Haramina

  125-133

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• Social representations of basic education students about black holes

  135-142

  • PDF (Português (Brasil))

• Use of evidence in argumentation of physics teachers, when they solve a real problem

  Silvia García de Cajén, José Manuel Dominguez Castiñeiras

  143-151

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• Images of Young's experiment in university textbooks

  Norah Giacosa, Claudia Zang, Alejandro Such, Ramiro Galeano, Jorge Maidana

  153-162

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• Alternative method of evaluation of students by competences in Physics in Engineering careers

  Fabián Gon, Rodrigo Agosta

  163-170

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• Reflections about multisensory didactics applied to science teaching for people with deficiency

  171-180

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• Remote laboratories: Educational resources for remote experimentation in times of pandemic from the students’ point of view

  Diana Herrero-Villareal, Carlos Arguedas-Matarrita, Evelyn Gutiérrez-Soto

  181-189

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• The ontological characteristics of the electromagnetic induction

  Elena Hoyos, Ma. Cecilia Pocoví

  191-197

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• Proposal of a methodology to study visual representations in physics instructional materials

  Ignacio Idoyaga, Nahuel Moya, Jorge Maeyoshimoto, Gabriela Lorenzo

  199-205

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• Study of the topic "water as a resource" from a proposal of articulation between the secondary level and the university

  Rocío B. Kraser, Sandra A. Hernández

  207-213

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• Towards an empirical teaching characterization: approaches and purposes of empirical proposals in physics teaching

  Alberto J. Lescano, Erica F. Reisenauer, Rubén M. Acosta, Jonás E. Alonso

  215-222

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• Possible conceptions about the Nature of Science of undergraduate students in Physics, in the context of a Brazilian public university

  223-231

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• Our teaching practices in a pandemic time

  Javier Martín, Edgardo A. Gutiérrez, Juan Cruz Bigliani, Rubén Rocchietti

  233-240

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• Multimodality of scientific discourse in technological explanations included in university textbooks of Physics

  Carla Inés Maturano, Carina Alejandra Rudolph

  241-249

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• Reflections on initial training in Natural Sciences from the perspective of teacher trainers

  Claudia Mazzitelli, Julieta Laudadío, Ana María Guirado

  251-259

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• Engineering problem solving in physics class. Categorizing the resolution procedure model

  María Montero, Yesica Inorreta, Bettina Bravo

  261-269

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• The environmental issue in Revista de Enseñanza de la Física (2015-2019)

  Hugo D. Navone, Lucas Niell, Manuel Bertoldi, Rodrigo Menchón, Andrea L. Fourty

  271-278

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• Internal evaluation of students´ explanations when they solve physics problems

  María Viviana Nieva, Laura Buteler

  279-288

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• Education in natural sciences in Argentina: Its historical development in the Latin American context

  Héctor Pedrol, Adriana T. Calderaro, Hugo R. Tricárico, Melina Marzán

  289-296

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• Nonverbal code: ontology and initial association processing in the case of a Process-type concept

  Ma. Cecilia Pocoví, Liliana Ledesma

  297-304

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• Representation of arguments in discursive episodes of future physics teachers

  Wilmar Francisco Ramos

  305-312

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• An STSE teaching approach with the theme Physics of Transportation

  313-320

  • PDF (Português (Brasil))

• Slow down 5: A didactic proposal for teaching physics about traffic accidents

  321-328

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• Laboratory practices: towards a study of teaching profiles

  Miriam Scancich, Leandro Pala, Marta Yanitelli

  329-334

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• Climate science in secondary school: results of a survey on the use of weather forecasting applications

  M. Eugenia Seoane, Irene Arriassecq, Ileana M. Greca, Agustín Adúriz-Bravo

  335-343

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• Conceptual learning in a general physics course based on active-learning teaching strategies

  Myriam Villegas, Julio Benegas

  345-354

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• Work: its conceptualization in university Physics textbooks

  Claudia Mariela Zang, Norah Silvana Giacosa

  355-363

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