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Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nutrition can be a facilitating theme for promoting broad readings of our surroundings, given its relationship with biological, social, political, and economic aspects. It is interesting to have an overview of how the theme has been approached, aiming for continuity or the development of other approaches. Thus, we sought to construct a state of knowledge on the works that addressed the theme in science education. For this purpose, 171 works from 2012 to 2022 were gathered from the capes Periodicals Portal, the Brazilian Digital Library of Theses and Dissertations bdtd and the Proceedings of enpec. The data were organized in a spreadsheet, distributed by year, journal and region, and divided into thematic sections of Literature Reviews, Analysis of Textbook and Curriculum Debates, Works in the Context of Basic Education and Works in the Context of Teacher Training and/or Practice. The results showed few works in the North and Northeast of the country. Various approaches were observed, with a marked presence of a nutritional approach and its use for contextualizing or addressing its relationship with curriculum contents. Interdisciplinarity and the need for teacher training were also addressed. We emphasize and advocate for approaches that, in addition to broadly addressing the theme, value its connection with the context and realities of the students. From this perspective, much can be thought and built in science education with this theme. [ABSTRACT FROM AUTHOR]

In this research article, we present the results of a qualitative study aimed at highlighting how the reports described in the work Através da Bahia, by the German naturalists Spix and Martius can contribute to the science teaching and teacher training that is sensitive to cultural diversity. The methodology used was documentary research, and the data analysis employed content analysis methods. The analysis indicates that there are excerpts in the mentioned work focused on ethnobiological and ethnoecological knowledge that open up possibilities for dialogue with school science content in biology, chemistry, and ecology (e.g., scientific classification, animal fossils, biological evolution, environmental sustainability, socio-environmental development, slavery, and racism). These excerpts could also draw teachers' attention towards considering and respecting cultural diversity from a historical and social perspective, contributing to teacher training that is sensitive to cultural diversity. [ABSTRACT FROM AUTHOR]

This research article focuses on teaching practice based on a didactic proposal about the topic of pesticides, developed in Chemistry discipline in a third-year high school class, based on the assumptions of sts Education. The topic, considered controversial, was related to the students' context. Thus, the analysis aimed to identify the implications, challenges, and potentialities in and for science teaching. The methodological approach is qualitative, based on the analysis of the logbook produced during the classes. The excerpts were analysed according to the Textual Discourse Analysis, resulting in a final category entitled: Reflections on the teaching practice facing the sts (Science, Technology, Society) Education. The results contributed to highlight the act of reflecting on what should be taught and what is taught, fostering context-oriented debates that aim at the formation of critical people, in the same way that it helps positively in the development of the teacher. Among the results, we can highlight the teachers lack of time, conditions, and tools to promote teaching in an interdisciplinary way, as well as the lack of initial and/or continuing formation based on the assumptions of sts Education. Therefore, the potentialities refer to changes in teaching practice, identified in this work, originating from the reflection and experience of classroom activities based on sts Education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article intends to advance in the identification of the TPACK of a Science (Physics) teacher with the purpose of analyzing the insertion of technology in teaching, assuming to introduce the technology effectively, the teacher must integrate technological knowledge, the pedagogical and discipline in its curricular development. In this case, the study considers that the analysis of the Content Representation extended to TPACK will allow recognizing the insertion of technology as a curricular aspect in a practicing teacher, selecting a specific concept such as sound. The teacher's intention to include technological aspects within his teaching proposal in an incipient way was identified, demonstrating a transition from PCK to TPACK. In conclusion, the reflection and training processes are established to be aware of TPACK and its development. [ABSTRACT FROM AUTHOR]

Considering that the initial training of teachers is a factor that influences the development of classroom practices and teaching and learning processes regarding concepts of knowledge and its articulation with cultural phenomena; a qualitative study has been developed with Natural Science teacher trainers within a teaching education program in the southern region of Colombia. In this study, the conceptions of the teacher trainer regarding the link between sexuality and affectivity with science education are recognized. For this reason, a semi-structured interview was applied on the thematic axes of interest, where the information was systematized and analyzed through the Discursive Textual Analysis technique, building a system of units of meaning, categories and semantic networks around the phenomenon under study. The findings show that, although teachers recognize the importance of addressing issues of socio-scientific interest in the natural sciences classroom, it develops training proposals with future teachers that are limited to biologist-type content and strongly articulated to experimental sciences. [ABSTRACT FROM AUTHOR]

The objective of this article is to reveal the conceptions of the teachers who are part of an intercultural community of practice based on the following categories: 1) Origin and purpose of the community; 2) Relationship between traditional ecological knowledge (cet) and scientific knowledge schools (cce), 3) Community dynamics; and 4) Teachers' attitudes through a hermeneutical analysis supported by N-Vivo®. Theoretically, it starts from the theoretical constructions around communities of practice, extending this notion to the intercultural context. The research is qualitative with an interpretive perspective. In this way, the results indicate that the a priori defined categories are interrelated and permeated by cultural origin. As a final reflection on the teaching activity, it is possible to identify a constructive tension between teachers of diverse cultural origin, which leads to a dialogue of knowledge from the context of the Educational Institution of the Capital District of Bogota. [ABSTRACT FROM AUTHOR]

Copyright of Nodos y Nudos is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From an ethical-critical perspective (DUSSEL, 2012), it is believed that, by recognizing themselves as "victims" of the current system, people can establish ways of freeing themselves from the injustices they face. This idea is inspired by the practice of Freire (2019), defender of a humanizing education, for which he created a theoretical-methodological process called Thematic Investigation. This work proposes to engage with the process of humanization of the community of Vidal Ramos, an agricultural city in the interior of Santa Catarina, in order to transform the situations of injustice present there (although many are not easily recognized by the community), from a didactic plan inspired by ethical-critical education and Thematic Investigation. The planning was carried out in meetings in the format of a workshop, with the Prosa group, which includes a person with ties to the community, who carried out analysis of significant speeches, identified the contradictions, the generating theme and the counter-theme, as well as a study movement critical view of the situation with the identification of required knowledge. Finally, a dialogic-problematizing planning movement was also carried out in different curricular areas, addressing the contradictions discussed. From the development of such activities, it was possible to perceive the feasibility of the ethical-critical perspective in a movement of curricular praxis that starts from listening to the community, from the questioning of the dehumanizing limits identified in this listening and from the movement of identification of the knowledge demanded by the critical analysis of these situations. On the other hand, the demand for a diverse collective and the involvement of members of the local community in the Freirean Thematic Investigation process was evident. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents, in the form of a narrative, the results of the case study of a student (Carlos) diagnosed with Attention Deficit Disorder, Hyperactivity and Impulsivity and Mixed School Skills Disorder, who presented difficulty in understanding the fundamentals concepts of science, apathy for school, and a picture of isolation due to lack of recognition from their teachers and fellow students. These problems led to posing the guiding question of the case: how to promote scientific thinking skills in students with functional diversity? This led to the central purpose of the intervention: to propose exploratory experimental activity around the phenomenon of buoyancy as an ally in the diverse functional classroom. The proposal was based on theoretical constructions on functional diversity, experimental activity, scientific thinking skills and the floating phenomenon. The strategy was developed as a spiral system: it began with a diagnostic study of the difficulties, tastes, interests and needs of the student and reached the evidence of the development of scientific thinking skills, skills that made it possible to strengthen self-recognition, stimulate the approach to thinking about scientific activity and promoting the creative sense of the student. All this was achieved through constant monitoring of the teaching process and the receptivity on the part of the student. It was possible to assess the progress on their levels of attention, strengthening of socio-scientific skills and significant learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A study concerning learning analytics is presented. This area consists of the collection and analysis of data generated by students and their iterations with the purpose of understanding and optimizing learning. By using databases, a referential review of the last five years is proposed to identify aspects related to the growth of this approach and its fields of application in higher education. The volume of related research is increasing due to the need to investigate more accurate predictive models and new algorithms in the field of data science. [ABSTRACT FROM AUTHOR]

The objective of this study was to analyze appropriation of science and, based on this, to propose the design of contextualized didactic units through problem-based learning (PBL). This work is part of a qualitative research through a case study design carried out from the analysis of the classroom context, with a self-evaluation exercise performed with 32 eleventh grade students from a public education institution in the Colombian Caribbean, in addition to interviews with eight of their natural science teachers. The findings of this research show that most of the students are unaware of the importance of scientific competences, which is evidenced in a low level of appropriation when learning the concept of 'human influence on the dynamics of ecological populations'. Similarly, teachers declare little use of teaching methodologies and strategies that favor the learning and development of scientific competencies. Therefore, the implementation of a didactic proposal related to the design of didactic units under the PBL approach is suggested for the teaching of natural sciences. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the findings of a documentary research which aims at setting up the main trends about the scientific instruments in the science teaching during the 2009 - 2019 years from a bibliometric study. Thus, it followed a qualitative methodology - state of the art type, from five key words: scientific instruments, apparatus, science teaching, learning and science education. For doing so, it considered five inductive categories: approach, authors, scientific discipline, methodology and target population with their related subcategories. The findings and analysis allowed us to identify six trends around that research scope. The main conclusions point out, among other aspects, the key role of the scientific instruments from an interdisciplinary and historical approach in accordance with didactic purposes, as well as the need of overcoming the didactic - instrumental focus and strengthening the research articles. The aforementioned highlights the value of the scientific instruments in the science teaching. [ABSTRACT FROM AUTHOR]

We suggest with this study a differentiated way of working science teaching. With a possible approximation between art, culture and science, it becomes possible to promote a greater interest of students in science teaching. We aim to investigate which coins have the potential to be used in science teaching. Thus, investigative research was carried out in the Brazilian homepage: http:// www.moedasdobrasil.com.br/moedas/index.asp and a total of 29 different coins were selected, whose potential for use in science teaching is great. With these coins, teachers can discuss numerous contents with their students, such as the zoological and religious aspects of birds, the content of botany interconnected with Brazil's history, the importance of healthy food education, the damages caused by the use of pesticides in the environment, aspects related to the zoology of fishes, the content of Earth and Universe, among others, as endangered animals of the Brazilian fauna. As coins carry the history of Brazil, we also perceive an opportunity to promote interdisciplinarity and transversality between the contents of history and science disciplines, contributing so that the different pieces of knowledge are studied jointly. [ABSTRACT FROM AUTHOR]

Copyright of Praxis, Educación & Pedagogía is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)