@article {1283,
	title = {THE VALUE OF EDUCATION IN THE CONTEXT OF COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {309-313},
	abstract = {On March 24 of this year 2020, the World Health Organization (WHO) reported that the United States had the potential to become the new epicenter of the coronavirus pandemic, due to the data presented that infected more than 42,000 people in the United States at that time. President Donald Trump dismissed the seriousness of the growing threat of the virus. He trivialized the emergency by saying it was a "farce" from his political rivals.
Today, May 23, according to the data from the Coronavirus Resource Center at Johns Hopkins University, there are more than 5 million confirmed victims in the world and of these more than 1,6 million in the United States alone, with more than 98 thousand deaths.
Director Michael Ryan of the World Health Organization (WHO) emergency program announced on May 22 that South America has become the new epicenter of covid-19 in the world, considering data from Brazil. He said, "We have seen many South American countries with an increase in the number of cases and, clearly, there is concern in many of these countries, but certainly the most affected is Brazil at the moment".
},
	keywords = {Covid-19, infected people, remote education, World Health Organization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.309},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537141},
	author = {Agnaldo Arroio}
}
@article {1212,
	title = {EDUCATION AS A HUMAN RIGHT AGAINST HATE SPEECH AND INTOLERANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {314-316},
	abstract = {On January 24, 2019, the International Day of Education was celebrated for the first time. One of the celebrations was a speech by the Secretary-General of the United Nations (UN), in which Mr. Ant{\'o}nio Guterres highlighted the role of education in combating hate speech, intolerance in various aspects and also in xenophobia.
In the words of the Secretary-General of the UN: "Such a situation constitutes a violation of his fundamental right to education. The world cannot afford to deprive a generation of children and young people of the knowledge they will need to have a place in the economy of the 21st century. "
},
	keywords = {International relations, quality education, secondary education, sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.314},
	url = {http://oaji.net/articles/2019/457-1561381761.pdf},
	author = {Agnaldo Arroio}
}
@article {1236,
	title = {FOSTERING PEACE CULTURE BY INTERCULTURAL DIALOGUE IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {568-571},
	abstract = {This manuscript wishes to discuss something that could be considered the oldest and the newest of themes: Peace.
Peace is not just the absence of war. It may be that in your country or region there is no armed conflict. But is there peace? But then what does living in peace mean if it is not just the absence of war or conflict? It is living together with each other{\textquoteright}s differences - gender, ethnicity, language, religion and culture - while nurturing universal respect for justice and human rights is shared and coexistence based. In this sense, peace is permanently under construction and needs the participation of all, as it is the choice that encompasses sincere dialogue with other individuals and communities. And here we have a key role for education in promoting a culture of peace, from young children to adult.
},
	keywords = {peace culture, universal respect, universal responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.568},
	url = {http://oaji.net/articles/2019/457-1571384179.pdf},
	author = {Agnaldo Arroio}
}
@article {1080,
	title = {IS MEDIA LITERACY AN URGENT ISSUE IN EDUCATION FOR ALL?},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {416-418},
	abstract = {Today it is possible to consider that the new technologies can offer many possibilities to be explored. There is no doubt about the changes in society when it is adequately supported by the new technologies. In fact, people from all over the world used to have high hopes that new technologies will be able to improve and promote healthier life, as well they also expect a huge impulse to promoting social freedoms, and at least to increase knowledge and more productive livelihoods.
But for this scenario become true the traditional education goals should change to a different direction to gaining locally relevant goals and skills. In order to establish networks for all kind of partnerships, the new technologies could be used as the means for providing an access to and engaging in the lifelong learning programs all social groups of population around the world.
},
	keywords = {educational research, media literacy, new technologies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.416},
	url = {http://oaji.net/articles/2017/457-1509895265.pdf},
	author = {Agnaldo Arroio}
}
@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 {954,
	title = {IS EDUCATION THE SOLUTION TO PROBLEMS IN AFRICA?},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {In the last weeks the world has been facing a dramatic situation called as {\textquotedblleft}Mediterranean migration{\textquotedblright}. In one week at least 1.000 migrants have died trying to cross the Mediterranean Sea to reach European territories. More than 2.500 lives have been lost since June 2014, the United Nation refugee agency UNHCR believes, and the majority of them are coming from Africa and Middle East countries. Recently the Malta{\textquoteright}s prime minister warned after the Lampedusa tragedy, that the Mediterranean Sea was in danger of becoming a "cemetery" for desperate migrants. The situation is dramatic, considering that UNHCR figures suggest that some 25.000 people fled to Italy from North Africa in 2005, a number which dwindled to 9.573 in 2009. As it can be seen, the problem is growing up, the number of migrants is increasing and there is no chance to solve this problem easily. },
	keywords = {Dakar Framework, early childhood care, gender disparities, quality of education, trained teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.04},
	url = {http://oaji.net/articles/2015/457-1432232003.pdf},
	author = {Agnaldo Arroio}
}
@article {908,
	title = {MEDIA LITERACY AND HEALTH EDUCATION: EMPOWERING TEACHERS IN THE REPUBLIC OF MOZAMBIQUE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {114-124},
	abstract = {Currently, the Ministry of Health of the Republic of Mozambique (MISAU) is developing a Project to strengthen the technical and pedagogical skills of health teachers at the training institute (FORSA-MZ), supported by the Japan International Cooperation Agency (JICA). The aim of this project is to prepare teachers for a decentralization process. In this context, Media Literacy is recognized as an essential area to promote the critical view of citizens to be able to contribute to the assessment of a democratic society. In this society, citizens should be able to access the mass media critically and to express themselves via this media, as producers. In this context, an educational program was designed to support the teachers{\textquoteright} improvement of skills in using different media in the classrooms in the Republic of Mozambique. This program was developed in 15 different health training institutes by JICA and MISAU. Data were collected for the analysis of pre and post questionnaires, interviews and the materials produced during the courses (comics, photonovels, videos, for example). The results showed that the decentralization of pedagogical tool production and teachers{\textquoteright} empowerment were an important achievement of this educational program, and the media literacy is supporting them to develop their autonomy.},
	keywords = {Africa, media literacy, teachers{\textquoteright} empowerment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.114},
	url = {http://oaji.net/articles/2015/457-1421876772.pdf},
	author = {Clara Mauaie and Lucy Sayuri Ito and Agnaldo Arroio}
}
@article {874,
	title = {CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-132},
	abstract = {The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers.  Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of S{\~a}o Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of S{\~a}o Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. },
	keywords = {chemistry teaching, community of practice, pre-service teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.124 },
	url = {http://oaji.net/articles/2014/457-1420057005.pdf},
	author = {Val{\'e}ria C. Santos and Agnaldo Arroio}
}
@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 {740,
	title = {EARLY SCIENCE EDUCATION AND ITS RELEVANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Editorial},
	chapter = {4-9},
	abstract = {This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston \& Tunnicliffe, 2008).
 It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. },
	keywords = {science teaching, scientific knowledge, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.04},
	url = {http://oaji.net/articles/2014/457-1413727203.pdf},
	author = {Claudia Valentina   Assump{\c c}{\~a}o Gallian and Agnaldo Arroio}
}
@article {728,
	title = {MULTIMODALITY IN NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Learning science is related to participating in activities, which offer a scientific way of thinking and acting. But this is not easy and perhaps not even possible in a traditional school context because it is expected that students must cross over certain discursive and linguistic borders.
 In Natural Sciences, in addition to the concepts involving qualitative aspects, students are challenged in their learning to use, among others, mathematical knowledge that will assist them in the organization, interpretation and resolution of quantitative aspects. This requires from students the intellectual transit through various forms of languages and representations, constituting what it is called {\textquoteleft}multimodality{\textquoteright}.�
A fundamental aspect of multimodality and that receives influence from school culture is the explicit expression of textual and imagetic coherence in its products, because we consider this coherence as fundamental evidence of the multimodal understanding and, as a result, of the systemic learning.},
	keywords = {multimodal phenomena, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.05},
	url = {http://oaji.net/articles/2014/457-1413726454.pdf},
	author = {Agnaldo Arroio and Dirceu D.   D. de Souza}
}
@article {808,
	title = {THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {14-22},
	abstract = {In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Far{\'\i}as, 2011).
 These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools{\textquoteright} accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary.
 It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.},
	keywords = {image of science, narratives},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstracted.php?level=5\&icid=1025544},
	author = {Diana M.  Far{\'\i}as and Agnaldo Arroio}
}
@article {943,
	title = {THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {14-22},
	abstract = {In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Far{\'\i}as, 2011). These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools{\textquoteright} accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary. It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.},
	keywords = {image of science, narratives, scientists},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.14    },
	url = {http://oaji.net/articles/2014/457-1419345586.pdf},
	author = {Diana M.  Far{\'\i}as 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}
}
@article {476,
	title = {GEOGRAPHICAL EDUCATION: PAST EXPERIENCE, CURRENT TRENDS AND FUTURE CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {It was in the context of the meeting of learning and concern that took place at the XI Encontro de Ge{\'o}grafos da Am{\'e}rica Latina {\textendash}EGAL- (Meeting of Geographers of Latin America) - located in the city of Bogot{\'a}, Colombia, from the 26th. to the 30th. of March 2007, that REDLADGEO was set up with various Latin American researchers. The intention was to create real and virtual spaces in which to present the results of academic research and organize joint investigative projects to strengthen, in the countries of origin, the line of research in Geography Teaching/Geography Education. Therefore, the origin of the network is based on the interest expressed by Latin American academicians and institutions with a central preoccupation: the teaching of geography, its tendencies, problems and possibilities among others to amplify its field of incidence and participation to international level, reflection and theories that favor the permanent constructive action of researchers in Geography Education.
 The problems observed in the classroom lead us think about the manner of teaching and how the students learn. The questioning in common among researchers of various countries also addressed the difficulties in the reading and writing of the students and in respect of geography, how they do not perceive the space in which they live, understand spatial relationships or adequately locate themselves in the place in which they live. Understanding themselves spatially could stimulate students to read a map and recognize elements of the reality in which they live. Many of the experiences presented at the meetings and seminaries show that in general, basic education students, often including the teachers, are not able for example to read a map {\textendash} its keys {\textendash}, although for geography this reading is important for the understanding of other geographical concepts. That is, the map has a language that needs to be understood, as in the text of any literary genre, therefore the students need to become geographically and at the same time scientifically literate. },
	keywords = {geography education, teaching of geography},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593720},
	author = {Sonia  Vanzella Castellar and N{\'u}bia  Moreno and Agnaldo Arroio}
}
@article {632,
	title = {IS THE NATURAL SCIENCE TEACHER EDUCATION PROGRAM ENOUGH FOR A CONTEMPORARY SOCIETY?},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Considering that Science and Technology are in the present day the greatest factors in changing the way we live. They have also made the world very small so that we are no longer living in the confined world of our town, region or country isolated from what is happening in the rest of the globe (H{\"a}rnqvist \& Burgen, 1997). Every change around the world could be connected with change that really affects everyone. As we can see on the last days how the economic discussions in different countries are affecting the entire globe.
 Nowadays it is necessary to take advantage of the Information and Communication Technologies to support innovative methodologies of teaching natural science. As well, it leads to different ways of seeing the world and consequently leads to different beliefs concerning our comprehension of the world. Expanding the experiences as the augmented reality, it is real now.
 A scientific discourse contextualizes reality in a way which differs from a more everyday way of reasoning and the essential meaning of words and terms. So the distance between the everyday world and the scientific world of the traditional school is often so great that it seems impossible for student to benefit from the teaching (Jakobsson, 2001). S{\"a}lj{\"o} (1996) indicates that language use and the construction of meaning are always social processes, dependent on people who interact. Meaning is always relative to options and constraints that are present in social situations.
 Learning in context seems to role an important contribution in students understanding of natural science. Because when students are engaged in context it makes their learning more meaningful.},
	keywords = {educational innovations, global economy, quality of science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.05},
	url = {https://oaji.net/articles/2014/457-1408435508.pdf},
	author = {Agnaldo Arroio}
}
@article {634,
	title = {POSSIBLE CONTRIBUTIONS OF CINEMA IN NATURAL SCIENCE EDUCATION TO UNDERSTAND HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {18-28},
	abstract = {It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school. Cinema can help to show the presence of different influences in science as the importance of contexts, and to discuss about the presence of some stereotypes, and an idealized image of individual-male scientific work, a neutral science, the meaning of discovery among others. Some movies were analized to establish this possible contribution. In further, according to these results it is possible to compare some important elements of scientific discourse presented in cinema and this one in science school textbooks.},
	keywords = {natural science education, science and scientist image, scientific speech},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.18},
	url = {https://oaji.net/articles/2014/457-1408435629.pdf},
	author = {Agnaldo Arroio and Diana M.  Far{\'\i}as}
}
@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}
}
@article {172,
	title = {IMAGES AND COMPUTATIONAL METHODS IN MOLECULAR MODELING EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {17-23},
	abstract = {The way as Chemistry is boarded in the schools can contribute for the misconceptions, a time that the concepts are presented of form purely theoretician (and, therefore, tedious for the majority of the pupils), as something that must be memorize and that it is not apply the different aspects of the daily life. So, the aim of this work is to provide the understanding of the chemical world that underlies everything around us by introducing basic chemical concepts and their everyday applications. So that, some specific topics will be presented and they were selected according to their relevance and their ability to be presented in lessons on molecular modeling. This strategy is based on the use of images and free graphics programs employed in chemistry successfully, as the visual effects help the students to {\textquotedblleft}see{\textquotedblright} abstract descriptions in a concrete form. According to the results obtained by using this methodology, we can conclude that the use of images and computational techniques help the presentation of scientific topics and motivate and facilitate the "chemistry communication".},
	keywords = {misconceptions, molecular modeling, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297937.pdf},
	author = {Agnaldo Arroio and K{\'a}thia Hon{\'o}rio}
}
@article {20,
	title = {THE ROLE OF CINEMA INTO SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {25-30},
	abstract = {Reforming science education {\textendash} from educating educators, to developing standards, to improving access for all {\textendash} is a worldwide challenge that is essential if overall improvements are to be made. In science education, it is more and more widely discovered that {\textquotedblleft}horizontal teaching{\textquotedblright} {\textendash} when teachers take students by the hand and lead them on a voyage of discovery, stimulating their observation and experimentation skills, imagination, curiosity and reasoning capacity - enhances students{\textquoteright} intellectual and manual capacities enormously. This purpose discusses the role of cinema as a tool for the science education. The target was to explore the effect of using movies on the learning and retention of simple and integrated science knowledge. New educational approaches and methods that are inter- and transdisciplinary and issue-driven need adopting, and participatory practices and methods must be endorsed, to prepare young generations to live in a world of constant change. Based on the socio-interacionist approach by Vygotsky, it is acceptable that an audience can interact with the characters and share their emotions and actions showed in an audiovisual language. On this way we analyze some movies considering the potential of audiovisual, scientific and common languages to be used as a tool to mediating science teaching and learning. Furthermore, the audience can learn values, information and knowledge present into the movie discourse and thus, the cinema shows the science in a society. Moreover, audiovisual language may be important mediating variables that determine the effectiveness of cinema for enhancing science teaching and learning. If science and society want to get along they must learn to communicate more and better. No one says that it is easy, but it is the price today in a mature democratic society.},
	keywords = {audiovisual language, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217413.pdf},
	author = {Agnaldo Arroio}
}
