V. 3 N. 2 (2021)

Artigos

• EDITORIAL: Teoria, Prática e uma Lacuna que nos Desafia

  Paulo Rogério Miranda Correia, Joana Guilares de Aguiar

  • PDF (Português (Brasil))

• A method to analyze texts written by students through the acquisition of a concept map representative

  José Vinícius Martins, Fábio Luís Seribeli, Flavio Antonio Maximiano

  • PDF (Português (Brasil))

• Analysis of conceptual mapping as a knowledge assessment tool on learning theories

  Tiago Nery Ribeiro, Laélia Campos, Divanízia do Nascimento Souza

  • PDF (Português (Brasil))

• Concept maps with errors as facilitators of pedagogic resonance

  Paulo Rogério Miranda Correia, Joana Guilares de Aguiar

  • PDF (Português (Brasil))

• Conceptual maps promoting interdisciplinarity in research projects

  Silvia Itzcovici Abensur, Regina Carlstron, Juliana Lopes Hoehne, Paulo Schor

  • PDF (Português (Brasil))

• Evaluative concept map and formative fvaluation: awakening understandings in science and mathematics teachers

  Karla Jeane Vilela de Oliveira, Luan Danilo Silva dos Santos

  • PDF (Português (Brasil))

• Reflections on teaching planning from the conceptual maps preparation

  José Robson Pontes Borba Filho, Paloma Maria de Oliveira, Ramiro Gedeão de Carvalho, Anita da Conceição Duarte Xavier, Kátia Calligaris Rodrigues

  • PDF (Português (Brasil))

• The conceptual maps for developing self-regulation of graduate learning

  Anita da Conceição Duarte Xavier, Everaldo Sebastião da Silva, Yrailma Katharine de Sousa

  • PDF (Português (Brasil))

• The use of concept maps and the development of skills and competences from the experience of learning based on problems with people with visual impairments

  Claudia Pinto Pereira, Naan Silva Cardoso

  • PDF (Português (Brasil))