<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elaine A. Colagrande</style></author><author><style face="normal" font="default" size="100%">Simone Alves de Assis Martorano</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VIEWS OF A GROUP OF PRE-SERVICE SCIENCE TEACHERS ON THE USE OF EXPERIMENTAL ACTIVITIES IN SCIENCE TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">experimental activities</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1513710311.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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' 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. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">525-534</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Claudia Valentina   Assumpção Gallian</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY SCIENCE EDUCATION AND ITS RELEVANCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727203.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">45</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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 &amp; 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. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-9</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Celeste  Ferreira</style></author><author><style face="normal" font="default" size="100%">Mónica Baptista</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VISUAL TOOLS IN TEACHING LEARNING SEQUENCES FOR SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">visual tools</style></keyword><keyword><style  face="normal" font="default" size="100%">visualization</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435793.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">37</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’ 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’ 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’ initial notion of models and the theoretical background that support the use of this visual resources which was reflected on theirs TLS.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">48-58</style></section></record></records></xml>