Vol. 29 No. 2 (2022): TEORIA DA APRENDIZAGEM SIGNIFICATIVA

Expediente

Expediente

395-399
- PDF (Portuguese)
- HTML (Portuguese)

Editorial

Editorial

Luiz Marcelo Darroz (Author); Telmo Marcon

400-404
- PDF (Portuguese)
- HTML (Portuguese)

Artigos

Meaningful active learning

Marco Antonio Moreira (Author)

405-416
- PDF (Portuguese)
- HTML (Portuguese)
Meaningful learning: a theory for the classroom and its paradigmatic perspective

Iramaia Jorge Cabral de Paulo (Author)

417-443
- PDF (Portuguese)
- HTML (Portuguese)
The Theory of Meaningful Learning in research in the field of Nature Science Teaching: a systematic literature review

Luiz Henrique Ferreira, Paola Gimenez Mateus, Andressa Algayer da Silva Moretti (Author)

444-468
- PDF (Portuguese)
- HTML (Portuguese)
The meanings of intention and disposition to learn in meaningful learning theory

Rachel Belmont, Karla Maria Castello Branco da Cunha, Evelyse dos Santos Lemos (Author)

469-483
- PDF (Portuguese)
- HTML (Portuguese)
Why Should We Teach History of Science in Science Class? Contributions from the Critical Meaningful Learning Theory

Nathan Willig Lima, Cleci Teresinha Werner da Rosa (Author)

484-510
- PDF (Portuguese)
- HTML (Portuguese)
A possible training path aimed at promoting Meaningful Learning in Physics in High School

Angelisa Benetti Clebsch, Adriana Marin, José de Pinho Alves Filho (Author)

511-534
- PDF (Portuguese)
- HTML (Portuguese)
Trends for Previous Organizers with a view to Meaningful Learning in Mathematical Demonstrations

Maria Cecília Pereira Santarosa, Vaneza de Carli Tibulo (Author)

535-555
- PDF (Portuguese)
- HTML (Portuguese)
Contributions from the inverted classroom to the promotion of subsunçores on mechanical energy concepts

Maria Aparecida Monteiro Deponti, Ana Marli Bulegon (Author)

556-574
- PDF (Portuguese)
- HTML (Portuguese)
Continuous teacher education from the perspective of meaningful learning theory

Graziela Ferreira de Souza, Nilcéia Aparecida Maciel Pinheiro, Sani de Carvalho Rutz da Silva (Author)

575-598
- PDF (Portuguese)
- HTML (Portuguese)
Learning evaluation through ausubelian parameters after living in a potentially meaningful teaching unit

Kátia Aparecida da Silva Aquino, Saulo de Tárcio Gomes do Nascimento, José Antônio Bezerra de Oliveira (Author)

599-617
- PDF (Portuguese)
- HTML (Portuguese)
The science curriculum from the perspective of teachers from the state school system in São Paulo

Celso do Prado Ferraz de Carvalho, Luciane da Silva Vicente (Author)

618-632
- PDF (Portuguese)
- HTML (Portuguese)
Active Learning Methodologies: Project Based Learning as an Interdisciplinary Proposal to Ensino Médio

Fernando Augusto Treptow Brod, Valesca de Matos Duarte (Author)

633-658
- PDF (Portuguese)
- HTML (Portuguese)
Collaborative practices with the use of artifacts: Google Drive as a strategy for appropriation of concepts

Edilaine Vagula (Author)

659-674
- PDF (Portuguese)
- HTML (Portuguese)
Reading teaching for human development: the place of BNCC

Carina Andrade de Freitas, Angela Cristina Di Palma Back (Author)

675-700
- PDF (Portuguese)
- HTML (Portuguese)
Gamification in focus: an experience with the Symbaloo Learning Paths platform in postgraduate

José Ricardo Lopes Ferreira, Fernando Silvio Cavalcante Pimentel (Author)

701-726
- PDF (Portuguese)
- HTML (Portuguese)

Diálogo com educadores

Diálogo com Educadores

Marco Antonio Moreira, Cleci Teresinha Werner da Rosa (Author)

728-735
- PDF (Portuguese)
- HTML (Portuguese)

Review

Metacognição no ensino da física: da concepção à aplicação

Camila Boszko (Author)

737-740
- PDF (Portuguese)
- HTML (Portuguese)

Vol. 29 No. 2 (2022): TEORIA DA APRENDIZAGEM SIGNIFICATIVA

Full Issue

Expediente

Expediente

Editorial

Editorial

Artigos

Meaningful active learning

Meaningful learning: a theory for the classroom and its paradigmatic perspective

The Theory of Meaningful Learning in research in the field of Nature Science Teaching: a systematic literature review

The meanings of intention and disposition to learn in meaningful learning theory

Why Should We Teach History of Science in Science Class? Contributions from the Critical Meaningful Learning Theory

A possible training path aimed at promoting Meaningful Learning in Physics in High School

Trends for Previous Organizers with a view to Meaningful Learning in Mathematical Demonstrations

Contributions from the inverted classroom to the promotion of subsunçores on mechanical energy concepts

Continuous teacher education from the perspective of meaningful learning theory

Learning evaluation through ausubelian parameters after living in a potentially meaningful teaching unit

The science curriculum from the perspective of teachers from the state school system in São Paulo

Active Learning Methodologies: Project Based Learning as an Interdisciplinary Proposal to Ensino Médio

Collaborative practices with the use of artifacts: Google Drive as a strategy for appropriation of concepts

Reading teaching for human development: the place of BNCC

Gamification in focus: an experience with the Symbaloo Learning Paths platform in postgraduate

Diálogo com educadores

Diálogo com Educadores

Review

Metacognição no ensino da física: da concepção à aplicação

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