@article {1106,
	title = {SCIENTISTS{\textquoteright} PERCEPTIONS ON THE NATURE OF NANOSCIENCE AND ITS PUBLIC COMMUNICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {43-57},
	abstract = {Some level of understanding of and about nanoscience and nanotechnology (NST) has been suggested as being relevant in up-to-date scientific literacy for all. Research scientists working in these fields are central in current efforts to inform and engage the public in NST. Earlier research has shown that scientists can contribute to authentic science learning, but communication always entails roles that affect the choice of content. This study investigated NST researchers{\textquoteright} views on the nature of their research and their preferences in NST communication. Eight experienced professors working in various fields of NST were interviewed. Semi-structured, in-depth interviews focused on the scientists{\textquoteright} views on 1) the nature of their research, and 2) aspects of NST that should be communicated to the public. Qualitative content analysis of the interviews revealed that the themes the interviewees highlighted when describing their research (interdisciplinarity, size scale, methods, objects, nature of NST in general) were somewhat different from the ones they considered as important for communication to the public (applications and products, risks and benefits, visualizations). The results problematize the simplistic notion that exposure to real scientists would unquestionably enhance the authenticity of science learning. This study gives insight for research and development of science communication, especially scientists{\textquoteright} role and training in it.},
	keywords = {authenticity, nanoscience, nature of science, science communication, scientist interviews},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.43},
	url = {http://oaji.net/articles/2017/457-1519988052.pdf},
	author = {Antti Laherto and Frederike Tirre and Ilka Parchmann and Lorenz Kampschulte and Stefan Schwarzer}
}
@article {1091,
	title = {VIEWS OF A GROUP OF PRE-SERVICE SCIENCE TEACHERS ON THE USE OF EXPERIMENTAL ACTIVITIES IN SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {525-534},
	abstract = {Teachers often consider experimental activities to be fundamental to the teaching of scientific concepts. However, there are different views about their purpose in science classes; these views are linked to teachers{\textquoteright} different understandings of the construction of scientific knowledge. It was analyzed the views of 19 pre-service science teachers (PST) on the use of experimental activities in science classes. These PSTs were enrolled in the subject of science teacher training course of a Brazilian federal university. In their course work, the PSTS were organized into groups and they participated in a pedagogical activity during which they reported their views on two experimental scripts. They answered questions about how they would use these experiments in the future. The activity occurred in two stages: the first was before studying texts on the nature of science with an emphasis on the role of experimentation in the foundation of hypotheses; the second stage was after this. The data analysis was performed using the content analysis technique. The results suggest the importance of debates and deep themes in training courses for science teachers, so that experimental activities are not seen reductively and only as ways to motivate classes or to complement theory, but rather as potential aids in the construction of scientific meaning. },
	keywords = {experimental activities, nature of science, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.525},
	url = {http://oaji.net/articles/2017/457-1513710311.pdf},
	author = {Elaine A. Colagrande and Simone Alves de Assis Martorano and Agnaldo Arroio}
}
@article {815,
	title = {THE USE OF AUDIOVISUAL APPROACH TO TEACH NATURE OF SCIENCE FOR IN-SERVICE NATURAL SCIENCE TEACHER{\textquoteright}S EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {90-100},
	abstract = {The nature of science is a subject recognized among researchers and curriculum proposals, however still find some problems, especially with regard to what teachers understand about the subject and the importance attributed to it. Another element in this discussion concerns the use of resource suitable for use in teaching and learning situations. Therefore we present a research outline still in progress which discusses the use of audiovisual and methodological support to discuss the nature of science, for that resource is being applied in an in-service education program in the Faculty of Education, University of S{\~a}o Paulo, Brazil. According to the preliminary results it can find some initial modifications, these enhanced by audiovisual feature tied to reflections that occur during the activities developed by teachers.},
	keywords = {cinema, in-service teachers, nature of science},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.90},
	url = {http://oaji.net/articles/2014/457-1419345940.pdf},
	author = {Edson  Rodrigues  Santana and Agnaldo Arroio}
}
