@article {868,
	title = {INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS{\textquoteright} DIFFICULTIES AND PEDAGOGICAL APPROACHES},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {48-60},
	abstract = {This study is a qualitative research where it tries to finding out and analyze the teacher{\textquoteright}s pedagogical approaches and difficulties to introduce visualizations in science classroom.  The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers{\textquoteright} training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS).  During the training teachers were invited to build in group (five groups) teaching learning sequences about some science content using visualizations. The methodology is qualitative and a case study design was adopted. It was analysed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups and a final report about the TLS application in classroom. These teachers present mainly pedagogical difficulties in order to select the suitable resource and to realize the full potentialities of these resources and sometimes the role of the teacher towards students and resources in the classroom. The technical barriers were the lack of school computers and appropriated software. The results suggest that these teachers are using mostly constructivist approaches to incorporate the visualizations in classroom trying to take advantage of the interactivity that some of these tools allow. Two groups fall more in transmission view, using this resources mostly to present information and the rest tried to use this resources to build inquiry tasks. They chose above of all multimedia tools to enhance particular concepts and skills and sometimes to innovate presentations. Some difficulties related to pedagogical approaches and technical barriers to use these resources are discussed.},
	keywords = {approaches, difficulties, teacher pedagogical education, visualizations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.48},
	url = {http://oaji.net/articles/2014/457-1420056645.pdf},
	author = {Celeste  Ferreira and M{\'o}nica Baptista and Agnaldo Arroio}
}
@article {637,
	title = {VISUAL TOOLS IN TEACHING LEARNING SEQUENCES FOR SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {48-58},
	abstract = {The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the use and the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software, etc) that have been available to educators. With this research it was aimed to investigate how in-service teachers (n=14) enrolled in a teachers{\textquoteright} training course of 40h, understand the nature and the role of visualizations in science teaching as well as the impact of this training. It was also discussed the nature and role of models in science. During the training teachers were invited to build in group teaching learning sequences (TLS) about some science content using visualizations. At the beginning a questionnaire to identify some previous conceptions on this issue have been applied and analyzed. On a later stage it was analyzed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups. As main results we highlight a development of the knowledge about these tools, especially on the impact of the visual language on apprenticeship and on the notion of scientific model. We could also observe a change on the reasons and criteria to use these tools. According to the findings it can be said that this training has expanded the teachers{\textquoteright} initial notion of models and the theoretical background that support the use of this visual resources which was reflected on theirs TLS.},
	keywords = {teacher education, visual tools, visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.48},
	url = {https://oaji.net/articles/2014/457-1408435793.pdf},
	author = {Celeste  Ferreira and M{\'o}nica Baptista and Agnaldo Arroio}
}
@article {441,
	title = {METAVISUALIZATION: AN IMPORTANT SKILL IN THE LEARNING CHEMISTRY},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {75-83},
	abstract = {This paper is a theoretical discussion about three important concepts related with chemistry learning. The terms visualization, metacognition and metavisualization were reviewed in the literature, in regard to aspects of definition and importance as constructors of knowledge in science education, especially in chemistry. There is a stead growing body of research that recognizes the importance of being metacognitive in the learning process. Also, given the frequent use of visualization in chemistry instruction we began to encounter studies that suggest that metacognition in respect with visualization exits and it{\textquoteright}s referred to as {\textquotedblleft}metavisualization{\textquotedblright}. Particularly, this term has been perceived as a metavisual skill, where the student will monitor and regulate specifically their internal representations, helping him to build concepts in science. Many definitions have been found about these terms, however there seems to be a uniformity to consider its importance in the learning process of students, which allows us to conclude that there is still a great demand for research in this area to clarify many aspects regarding these cognitive and metacognitive processes.},
	keywords = {chemistry instruction, metacognition, metavisualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594538},
	author = {Solange W. Locatelli and Celeste  Ferreira and Agnaldo Arroio}
}
@article {435,
	title = {THE USAGE OF A SIMULATION TO STUDY INTERMOLECULAR FORCES: SOME FINDINGS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {19-29},
	abstract = {The purpose of this research was to discuss and reflect about the use of a computer simulation in the learning of intermolecular forces. Simulations are dynamic representations of chemical processes or systems, and allow users to select values for input variables from within suitable ranges and observe the results on output variables. In this study we used free software named {\textquotedblleft}Liga{\c c}{\~o}es Intermoleculares{\textquotedblright}, from http://nautilus.fis.uc.pt/molecularium/pt/ligintermol/index.html. The goal of this activity was to help students build internal representations (mental models) for course content. The research is qualitative. We applied a pre-test and a post-test to a class of students (n=30) from a secondary school trying to find what these internal representations are like. The research indicates that students{\textquoteright} pictographic representations of intermolecular forces improved substantially. These findings suggest that the use of this visual tool helped students to make a better connection between the chemical representations and the macroscopic phenomena presented during a mini-course about solubility. },
	keywords = {chemistry, simulation, visualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594528},
	author = {Claudia  Ayres and Celeste  Ferreira and Agnaldo Arroio}
}
@article {303,
	title = {TEACHER{\textquoteright}S EDUCATION AND THE USE OF VISUALIZATIONS IN CHEMISTRY INSTRUCTION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {48-53},
	abstract = {The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software{\textquoteright}s, etc) that have been placed to the disposition of instructors. When they introduce systematically these tools in there classes, with the purpose of getting better learning results, we verify a changing in the teacher{\textquoteright}s role. He is no longer the source nor the transmitter of knowledge, but the mediator between the source and the student. The class dynamic frequently changes without the perception of the teacher. The information was predominantly presented in the verbal and gestural modes, with some punctual introduction of graphics, tables and models, with the purpose of merely illustrating the teacher{\textquoteright}s verbal presentations. With the frequent use of these tools, images became the main vehicle of information, and if the learning impact is bigger so is the risk of misconceptions if the image{\textquoteright}s choice is inappropriate. 
What pre-service educational training do teachers have to deal with learning/instruction processes strongly supported in visualization tools? What conceptions they have about visualization, representations and images, etc? These are the two questions that we are trying to answer throughout the development of this work. The research is qualitative. We applied a questionnaire with 12 open questions answered by 24 pre-service chemistry teachers. We concluded that their training course discusses these topics in some subjects but in superficial way. We also found that their conceptions are not solid, and sometimes even become misconceptions.},
	keywords = {chemistry instructing, teacher{\textquoteright}s formation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707155.pdf},
	author = {Celeste  Ferreira and Agnaldo Arroio}
}
