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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes. [ABSTRACT FROM AUTHOR]

Bernard Charlot's theory of the relationship with knowledge examines how the subject appropriates knowledge throughout their lived trajectory. Based on this notion, this study identifiesseven training elements of the relationship with knowledge to explore the conceptions of Chemistry undergraduate in the state Tocantins, Brazil, regarding the role of experimentation in teaching and learning Chemistry. A qualitative research was conducted using the case study method. The balance of knowledge served as a research instrument, and the content analysis was applied to process the data. The results showed the students' conceptions oscillate between investigative and illustrative exprimentation, reflecting the school reality. However, there is a recognized need to intensify discussions about experimentation throughout the academic training. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS 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 study aimed to analyze the perception of high school students about learning radioactivity content, taught by Chemistry residents, through the active Peer Instruction methodology. The qualitative research was planned and applied following the assumptions of this method. The data collected, coming from a questionnaire administered to students, was analyzed according to Bardin (2016). From the study carried out, it was noted that students had greater interest and motivation regarding radioactivity content, and it was proven that the Peer Instruction methodology helped in understanding concepts on the subject. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza 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.)

Copyright of Brazilian Journal of Production Engineering / Revista Brasileira de Engenharia de Produção is the property of Brazilian Journal of Production Engineering 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 Brazilian Journal of Production Engineering / Revista Brasileira de Engenharia de Produção is the property of Brazilian Journal of Production Engineering 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 Acta Scientiae (1517-4492) is the property of Acta Scientiae 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 disciplina de química no ensino básico torna-se muitas vezes “intrigantes” por parte dos alunos em determinados assuntos. No 1º ano, por exemplo, o processo de separação de misturas não é considerado um dos assuntos mais complexos da disciplina, porém, torna-se mais didática e pertinente quando se utiliza-se alguma técnica que permita auxiliar no entendimento do assunto abordado. A cromatografia em papel, por exemplo, é um método simples de separação de misturas no qual existe uma fase móvel e uma fase estacionária. Um exemplo dessas fases seriam a água e papel filtro, onde, o objetivo do trabalho exposto, é propor uma ideia que, através do processo cromatográfico, estudantes do 1º ano possam identificar e compreender o processo de separação de mistura e distinguir uma fase móvel de uma fase estacionária utilizando materiais alternativos. Foi possível observar que, as moléculas com maior solubilidade percorrem uma distância mais veloz do que as moléculas com baixa em solubilidade. Logo, a cromatografia em papel é uma técnica simples de ensino e aprendizagem que pode ser realizada com materiais de baixo custo em sala de aula ou laboratório de ciências, atraindo assim, a atenção dos alunos e acarretando a participação ativa dos discentes pela disciplina.

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae 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 Acta Scientiae (1517-4492) is the property of Acta Scientiae 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.)

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.)

To integrate digital technologies into the classroom, qualified training of teachers is essential so that future teachers may appropriate the use of digital technologies. To guide the integration of technologies in teaching, the theoretical model called Technological Pedagogical Content Knowledge (TPACK), designed by Mishra and Koehler in 2006, highlights the importance to relate teachers’ pedagogical, technological, and content knowledge. This mixed method study aimed to understand how the perceptions of pre-service chemistry teachers related to their Technological Pedagogical Content Knowledge bases (TPACK) are modified when participating in a teacher training program. The pre-service teachers’ pre- and post-perceptions of participation were analyzed using a quantitative questionnaire to ten participants and a semi-structured interview with two participants. The results showed that after participating in the training program, the future chemistry teachers demonstrated an increase in self-perception regarding all the TPACK’s knowledge bases, mainly regarding Content Knowledge and Pedagogical Content Knowledge. Therefore, the continuity of research supported by the TPACK framework may lead to innovative practices in pre-service teacher education. [ABSTRACT FROM AUTHOR]

This work presents an extension action involving the topic of pesticides. This theme has been extensively developed, both in teaching and extension activities. However, the differential of the action reported here is that it was all planned to be accessible to the deaf and blind communities, working in a dialogic and critical way (according to Paulo Freire) the Brazilian agricultural development model, especially the intensive use of pesticides. From the documentary “Nuvens de Veneno”, accessible materials were created: Libras window in the documentary; chemical structures of the active ingredients printed in 3D and in high relief with inscriptions in Braille and audio-described; and a printed and audio-described leaflet, contextualizing the problems caused to the environment, human and animal health. All this material was used during the activity at the National Science and Technology Week. The action was carried out both in a booth during the event, at the Federal University of Rio de Janeiro, and in the territory of a state school, during classes of chemistry of six high school classes. During the two days of exhibition at the stand, the activity generated interest from a wide range of audiences, from elementary school children, teachers - who took their classes - as well as a group of deaf students. In the school's territory, the activity moved the classes in a strong way, working on the chemistry of pesticides, social and environmental concerns, including refugee students, with intellectual disabilities, autism and cognitive and intellectual disorders. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educação, Artes & Inclusão is the property of Universidade do Estado de Santa Catarina 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 Diversitas Journal is the property of Diversitas Journal 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.)

Collaborative writing practices in Wikipedia occur organically by wikipedians in order to provide content the entries. In this study, the objective was to present through a case study, as an entry in Wikipedia, based on the collaborative writing practices, can be understood as an open educational resource for practices of internationalization and interculturality, in relation to scientific knowledge in Higher Education for the Teaching of Chemistry. The methodology adopted for this research was the case study according to the proposals of Ludke and André (1986) and, for the choice of the entry were adapted the criteria preestablished by Bolsarin (2017), adopting the entry "atom" analysis of excerpts from the Wikipedia page that showed evidence of content that signaled, through the collaborative writing practices, actions to promote internationalization and interculturality. This case study demonstrated that Wikipedia can function as an online tool to be used intentionally as a didactic and collaborative writing strategy by teachers aimed at providing experiences of internationalization and interculturality in classrooms, knowledge and scientific dissemination based on the principles of the concept of internationalization at home. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal 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.)

We understand writing in science classes as a social practice with norms conventionalized by a community. Thus, we search to answer the question: how did high school students get involved in writing activities in a sequence of Chemistry classes? Guided by interventional research, we qualitatively analyzed the written records produced by students. The data were analyzed based on the epistemic practices. The results revealed that these practices can occur even though the registered consensus is closer to the scientific one, not necessarily having to be in a first version. This is because the actions of students carry out to write their consensus, which can be reassessed. As implications we show that the interaction between students and teachers does not end in oral speech [ABSTRACT FROM AUTHOR]

This article integrates results of reflections on the importance of the History and Philosophy of Science in the initial training of teachers of the Licentiate in Chemistry at the Universidade Estadual da Paraíba. To write this article, we sought in articles related to the History and Philosophy of Science, theoretical assumptions that approach the inclusion of the historical perspective in teaching. Methodologically, we carried out a descriptive and exploratory study, characterized as a case study, using the questionnaire as a data collection instrument, applied to six teachers of the respective course, according to a qualitative perspective. After this step, in order to analyze the answers to the open questions suggested in this instrument, we based ourselves on the theory of Discourse Analysis, proposed by Mikhail Bakhtin, to interpret the arguments presented as answers by the teachers. Therefore, we understand that its theoretical framework presents interesting elements that offer strong support to our interpretations, as well as brings to light the functioning of language, in which the subject is constituted by the interpretation he makes. The results indicate, from the speeches of the teachers studied here, that the approach of History and Philosophy of Science is of great relevance for teaching, as a didactic strategy and teaching activity, allowing to contextualize the classes, showing the process of transformation of the science, provide a reflective learning about the nature of scientific knowledge, in addition to observing the internal and external aspects that are peculiar to them. [ABSTRACT FROM AUTHOR]

It is necessary to promote media education and scientific literacy in the educational context, since there is an increase in the belief in information without scientific foundations and that these are disseminated in media contexts within the vast digital world, a fact that became very evident after the rise of the novel coronavirus pandemic. The objective of this research is to analyze whether videos have been used to promote media education in science teaching, especially in chemistry teaching, using bibliographic research as a research tool. This research is qualitative in nature, with an exploratory objective and bibliographic research was used as an instrument. The number of jobs returned was low, with most of them dealing with high school. Still, it was possible to observe that in some of them the video is used to promote scientific literacy and media education, while in others, despite the favorable context, it was not so evident. [ABSTRACT FROM AUTHOR]

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 Diversitas Journal is the property of Diversitas Journal 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.)

Cordel literature is one of the main representatives of Brazilian popular culture, being considered a cultural patrimony of Brazil. In view of this importance, in recent years, different studies have highlighted several potentialities of its use in the school context. Thus, in this work, we focus our attention on the cordels that bring as a central theme knowledge related to the natural sciences. In this sense, throughout the article, we seek to answer the following research question: how can scientific cordels be thought of and used in the teaching of chemistry, so that they present all the formal rigor required in the genre and make it possible to achieve educational purposes relevant to the area? Therefore, the main objective of the work was to elaborate different scientific cordels, following the rigor of the literature and analyze the material regarding its limitations and potential to be used in the educational context of the Chemistry Teaching. In this way, we present three scientific cordels, which were prepared by one of the authors, together with the analysis of the material produced and suggestions for its use. Furthermore, to ensure that the poems had the desired characteristics, they were sent to different cordelist poets and different researchers in the field of chemistry teaching to be analyzed. The analysis of the poets revealed that the texts followed the rules required in the literature, while the analysis of the researchers pointed out different potentialities and limitations of them. At the end of the work, we present to each cordel a board of proposals to help the use of the material produced. The boards show different information about the poems, such as suggestions for activities, contents to be worked on, potential methodologies, interdisciplinary aspects, and possible limitations that may arise in an educational intervention. [ABSTRACT FROM AUTHOR]

This study presents the methodological experiences used during the teaching of Chemistry in the classes of Cursinho Popular Avante, as a way of expanding scientific knowledge and criticality of the reality experienced by those involved in it. Qualitative research was used, having as data collection the observations made during classes with a field diary record, from 2017 to 2018, the analysis of the course coordination report and semi-structured interviews with the participation of three popular educators. As a result, the Cursinho Popular Avante contributed to the training and teaching practice of educators, preparation of methodologies in teaching Chemistry and some aspects of initiative aimed at overcoming difficulties in basic concepts and motivation. Human relations with students did not escape the primacy of popular education, being a place of opportunity and encouragement for people who had concluded high school, exclusively, in free public schools, to enter higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior 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 Diversitas Journal is the property of Diversitas Journal 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 Diversitas Journal is the property of Diversitas Journal 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 the results of a research on the use of simulations in the teaching of Natural Sciences at the National University of San Juan in Argentina. Students in Physics and Chemistry teaching have little experience in the use of simulations, indicating the need to deepen their knowledge and use as a learning tool. Computational simulations are presented as semiotic and learning resources, with advantages such as transmitting information that cannot be easily seen with the naked eye and allowing students to review and manipulate to test hypotheses. However, it is also noted that there is a gap between what is visualized in the simulations and how the visualized information is interpreted, which can lead to misunderstandings. Students consider that simulations require training and special skills, and that some simulations need training to understand their operation. It is suggested that teacher trainers reflect on the inclusion of ICT resources in the teaching of Natural Sciences. [Extracted from the article]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza 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.)

More recent studies on the didactics of historical-critical pedagogy have shown that the Chemistry Teaching community has mechanistically appropriated this pedagogy, restricting itself to following in a linear or alternating way the so-called five moments (social practice, problematization, instrumentalization, catharsis, return to social practice). Understanding this issue and trying to go beyond criticism, this text brings considerations about the dimensions of content and form, two pillars that are essential when dealing with the historical-critical pedagogical praxis of a chemistry teacher. Based on a theoretical study, we argue that a chemical educator who wants to go further in the materialization of historical-critical pedagogy needs to be concerned with teaching content that is real, dynamic, and concrete, not being restricted to teaching internal abstractions of science. In the field of the form, we argue that no didactic procedure should be vetoed a priori by a teacher who wants to work with this pedagogy, the caveat is that such procedures should only be used if they are at the service of teaching the concepts in their scientific, erudite form. We conclude hoping that this text will contribute to the pedagogical work of the chemistry teacher and the researcher in the area of Science Teaching so that these professionals can develop their didactic and research activities in a more conscious and creative way, avoiding mechanisms and with a view to the formation of a subject that will contribute to overcoming this current mode of production. [ABSTRACT FROM AUTHOR]

In this research, mental models expressed about electrochemical systems were analyzed, specifically related to the aqueous electrolysis of sodium hydroxide. The methodology consisted of applying a short course for high school students from a state school in the west of São Paulo, with the conducting of experiments and development of animations using the Stop Motion technique by the students, through which their mental models were analyzed regarding the processes of transfer of electrons that occur in the electrodes, in addition to the release of different gases as a consequence of ion discharge reactions, and to the kinematics of subatomic species. The methodological analysis was based on Johnson-Laird's theory of mental models, in which the collected material, whether imaged or written, was analyzed according to the presence of elements (tokens) characteristic of the expressed mental models. The results of a previous questionnaire showed that students have superficial notions about electrochemistry in general, as they had difficulties in how electrolysis occurs, in locating the cathode and anode and in understanding how the flow of electrons in systems through oxidation-reduction reactions. The explanation of the concepts involved, the carrying out of experiments and the subsequent production of stop motion animations by the students allowed them to locate their main difficulties in understanding electrolysis. Through the animations, it was possible to locate incoherent aspects and flaws in the mental models, related to the notions of loss and gain of electrons, reaction stoichiometry and movement of chemical species. From a knowledge of the students' expressed models, it was possible to work on specific points in the explanation of electrolysis and contribute to construction of more adequate models by students about the content at its submicroscopic level. The use of the Stop Motion application in the development of animations proved to be interesting in the teaching of Chemistry and Science, as it stimulated imagination, creativity, critical reflection and logical thinking regarding the dynamics of chemical species. [ABSTRACT FROM AUTHOR]

Due to the Covid-19 pandemic, the closure of educational institutions generates impacts on education. The reopening and face-to-face process is still gradual and aims at safety, so it is from this context that the extension project "Hygiene in the School Environment Against Covid-19 through Chemistry Teaching" was intended, making possible an emancipatory education through social media and the website of the book "A Química da Covid-19". Our proposal is to value scientific dissemination through Chemistry, and use an exploratory and quali-quantitative methodology, being directed to students and the whole community. The chemical knowledge, preventive and educational measures that were addressed both in the book and in social media, will help students, teachers and collaborators in the operationalization of biosafety measures, in addition to explaining the importance of sanitizing agents as combat agents. Chemical knowledge has a fundamental role in this construction of ideas, thus fulfilling the educational and social objectives, favoring the development and the investigative sense not only of the students, but of the entire population in general. [ABSTRACT FROM AUTHOR]

The objective of this research is to design and implement a methodological strategy based on directed research to develop laboratory practices by using daily products within the organic chemistry course of the Academic Graduate Program in Natural Sciences (PALCN) from Universidad Tecnológica del Chocó. To fulfill this objective, we began with a diagnosis of the laboratory activities in said subject. This study was founded upon a mixed approach by means of a case study design. Theoretical, empirical, and statistical methods were used. The results obtained showed that, during the 2019-2 academic period, he teachers that make up the study sample did not conduct any laboratory practices and, when they guided laboratory activities, these were experiences, illustrative experiments, and practical exercises. As for the methodological strategy, the student and the group of experts expressed that the construction of school knowledge is favored from research by the contextualization of science, whose dynamic process makes it easier for them to understand and apply concepts, as well as to develop skills and positive attitudes towards chemistry from a research problem. Based on directed research, this methodological strategy allowed rethinking organic chemistry laboratory practices, encouraging an active role in the students and turning them into main actors within their education process. [ABSTRACT FROM AUTHOR]

This research focuses on the scientific popularization in the context of initial teacher education for chemistry. The objective was to identify and analyze what knowledge is developed from participation in scientific popularization activities. The qualitative research used focal groups as a data collection technique. The analysis was based on a content perspective. Eleven undergraduates in chemistry from a Brazilian federal university participated the study, who had been systematically developing scientific dissemination actions. The results indicated that most of the students were unaware of science popularization before attending university, as well as that participation in such activities contributes to understanding this practice. Five main learnings were identified: communication skills, mediation of pedagogical activities, critical thinking, planning, and theoretical-practical aspects of teaching action. Such categories are related to the knowledge necessary for teaching practice, in particular the dimensions proposed by Shulman: general pedagogical knowledge; knowledge of apprentices and their characteristics; knowledge of educational contexts; knowledge of the purposes and values of education. In turn, content knowledge content was scarcely mentioned. The involvement in science communication actions can contribute to training teachers who analyze their planning, their communicative strategies, and the impacts of these activities on learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Introduction: Argumentation is a fundamental skill for life in society, which can be found in different everyday contexts and in science education, to which it contributes significantly. Argumentation has been recurrent in chemical education and reported in various studies. Thus, significant academic production on argumentation in chemistry education has been observed, which lacks studies to organize it and identify its trends, gaps and potential contributions. Goals: The present study aims to identify and analyze publications in Brazilian journals on argumentation in the chemistry education, published between 2000 and 2020. Methods: To do this, journals A1, A2, B1 and B2 were selected from Teaching and Education areas of the CAPES Qualis program, whose titles are related to science education. In these journals, the words chemical and argumentation were used as search terms, which should be present in the titles, abstracts and/or keywords of the studies. Twenty-seven articles that were closely linked to the topic investigated were obtained and then classified according to their year of publication, level of education and privileged thematic focus. Results: It was found that publications on argumentation in chemistry education in Brazilian journals began in 2005, reaching their peak in 2019 and 2020. Furthermore, secondary and higher education school levels were the most recurrent, while the main thematic foci of the studies were the use of strategies to promote argumentation and its inclusion in teacher education. Conclusions: The outcomes showed that the topic is growing fast and that different argument aspects have been explored by researchers from the educational field. However, the lack of studies regarding elementary education is a gap to be filled. [ABSTRACT FROM AUTHOR]

Introduction: The importance of public communication of science and technology (PCST) became evident in the face of the COVID-19 pandemic, which brought scientists closer to popular media in an unprecedented way. However, the training of these professionals to communicate with non-specialist audiences is still incipient. Thinking about contributing to initiatives that aim to meet this need, an environment of a PST magazine was simulated in which chemistry bachelor students, in the role of science journalists, were invited to write popular science texts (PST) on COVID-19. Goals: This work aims to analyze the textual content produced by students, highlighting the strengths and weaknesses of PST. Methods: To this end, the foundations of Content Analysis (CA) were used, which allowed the characterization of PST from the perspective of recurrent elements in this type of production. From this perspective, the material analyzed was submitted to a five-step process: (i) preparation of information; (ii) transformation of content into units of analysis; (iii) categorization of the material, which emerged from a PST Analytical Framework; (iv) description of the categories; (v) and interpretation of results. Results: The students used visual and textual resources to appeal to the reader's attention; showed concern with the contextualization of information; and dissemination of an undistorted view of scientific production, from the detailing of the characteristics of scientific activity. It was also shown that PST with less use of linguistic features can result in more conceptual and technical approaches. Conclusions: This experience corroborated the students' potential to promote information about science to lay audiences, as they are close to both the non-specialized public and the academic community; and reinforced the applicability of CA to relate analytical categories of PST reported in the literature to more particular cases, such as the one described here. [ABSTRACT FROM AUTHOR]

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.)

Once the traditional knowledges represent the life way and the knowledge of different groups and societies, this work aimed identify these knowledges of Mumbuca community about of the use the medicinal plants in order to seek connections with chemical concepts and elaborate activities that mix the different knowledges. From of an ethnographic research, it collected the data through an interview with the community matriarch and field records. The analysis of the results points to a diversity of traditional knowledges related to medicinal plants, ranging from a variety of species to the selection of the plant for preparing teas and/or bottles, which allowed the interrelation with many knowledges to develop teaching activities for more comprehensive training. [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.)