Vol. 3 No. 1 (2022)

Artigos

• The fixed image in articles published in the areas of Education and Teaching in the period from 2008 to 2017

  Sheila Cristina Ribeiro Rego, Lucia Helena Pralon

  1-17

  • PDF (Português (Brasil))

• The perception of a group of students from the Junior Scientific Initiation Program about Physics: a case study

  Renato Marcondes, Silvio Luiz Rutz da Silva

  18-35

  • PDF (Português (Brasil))

• Ambientales literature produced in the state of Amazonas and Environmental Science Teaching

  Mateus Epifânio Marques, Kátia Viana Cavalcante

  36-55

  • PDF (Português (Brasil))

• High School students´ voice about inquiry-based learning, contextualization and interdisciplinarity

  Gracieli Dall Ostro Persich, Keiciane Canabarro Drehmer-Marques, Luiz Caldeira Brant de Tolentino-Neto

  56-75

  • PDF (Português (Brasil))

• The educational inclusion of autistic students in Mathematics classes from the perspective of their parents

  Fábio Alexandre Borges, Joyce Evellyn da Silva Cruz

  76-93

  • PDF (Português (Brasil))

• Mobile apps used in Biology Teaching: a systematic literature review

  Welesson Portela de Aguiar, Diva Maria Borges-Nojosa, Francisco Herbert Lima Vasconcelos

  94-113

  • PDF (Português (Brasil))

• Environmental education practices in schools: perception of the teachers of the Maciço de Baturité/CE

  Jones Baroni Ferreira de Menezes, Andreza Conrado Pereira, Antônia Clara Galvão da Silva, Yorrana dos Nascimento Viana Oliveira

  114-125

  • PDF (Português (Brasil))

• The use of technological resources in face-to-face and hybrid teaching

  Adriana da Silva Fontes, Oscar Rodrigues dos Santos, Débora Ferreira da Silva, Roseli Constantino Schwerz

  126-144

  • PDF (Português (Brasil))

• Leonhard Euler and the historical episode of the formulation of the Fundamental Principle of Dynamics: F = MA

  Camila Maria Sitko

  145-164

  • PDF (Português (Brasil))

• Interdisciplinarity in focus: reflections on its history, conceptions and meanings attributed in the university context and teacher education courses

  Cleyton Ferreira de Souza, Lucas Eduardo Mesquita Cortes, Luri Braga Alonso, Marcos Viní­cius Ferreira Vilela

  165-176

  • PDF (Português (Brasil))